14-19 Education and Skills - BBCnews.bbc.co.uk/.../bsp/hi/pdfs/23_02_05_1419whitepaper.pdf · A strong foundation at Key Stage 3 6. Our first step is to make sure that Key Stage 3

14-19 Education and Skills

Presented to Parliament bythe Secretary of State for Education and Skillsby Command of Her Majesty

February 2005

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Contents

Foreword by the Secretary of State for Education and Skills 3

Executive Summary 4

Chapter 1: Introduction 10

Chapter 2: The challenges we must overcome 14

Chapter 3: Vision 22

Chapter 4: A strong foundation at Key Stage 3 28

Chapter 5: A strong core 14-19 36

Chapter 6: Routes to success for all 44

Chapter 7: A new system of Diplomas 50

Chapter 8: Strengthening GCSEs and A levels 60

Chapter 9: Engaging all young people 66

Chapter 10: Rigorous assessment in which all can have confidence 72

Chapter 11: A system configured around young people 76

Chapter 12: A sharp accountability framework, which makes sure that we offer the best to young people 86

Chapter 13: Delivering the new 14-19 phase 93

I am proud that my first White Paper as Secretary of State should be on the issue of educationfor our 14 to 19 year-olds.

The reforms I set out here are of vital importance. They are vital to our economy – equippingyoung people with the skills employers need and the ability to go on learning throughout theirlives. They are vital for social justice – giving us the chance to break forever the historic linkbetween social background, educational achievement and life chances that have dogged us asa nation. And most of all they are vital to each and every individual young person, whatever theirneeds and whatever their aspirations.

Today’s teenagers are tomorrow’s parents, entrepreneurs, public servants and community leaders.So the stakes could not be higher. I believe that every child and every teenager has equal worth.We owe it to them to give them the chance to show what they can do, to make the most of theirtalents, to reach their potential. And the key to doing that is to design a system around them –based on high standards, on choice and on meeting individuals’ needs and aspirations.

To deliver that system will take determination. It will take commitment. It will take the hard workof teachers, lecturers, other education professionals, employers, parents and all who work in orwith our schools and colleges. It will require breaking down the artificial barriers betweenacademic and vocational education. It will mean building on all that is good in our system andreforming what is not working.

The White Paper sets out the detail of our reform programme, building from the excellent workof Sir Mike Tomlinson and his Working Group on 14-19 Reform and from the work of thesuccessful school and college partnerships we are already seeing in local communities. It chartsa 10-year reform programme and the milestones needed to achieve it. But more than thosedetails and those milestones, it sets out a vision of what we want for children and teenagers –what we want them to learn, the skills we want them to acquire, but above all the values we wantthem to have.

The purpose of the education system is to help each and every individual reach their potential.This White Paper sets out how we will build a system of 14 to 19 education that will do just that.A system that we can be proud of. And one that gives every young person the opportunities theyneed and deserve.

Ruth KellySecretary of State for Education and Skills

14-19 WHITE PAPER 3

Foreword by the Secretary of State for Education and Skills

1. Our aim is to transform secondary and post-secondary education so that all young peopleachieve and continue in learning until at leastthe age of 18.

2. Since 1997, we have carried through far-reaching reforms to raise standards, madepossible by substantial new investment inschools and colleges. Primary schoolstandards are at their highest ever level –and in international comparisons, our primaryschools match the best anywhere. Results atsecondary school are also at their best everlevel: in 2004, over 53% of young peopleachieved 5 or more A*-C grade GCSEs (orequivalent), compared to around 45% in 1997.We have also put in place a range ofmeasures to tackle barriers to learning.Education Maintenance Allowances provide astrong incentive for 16-19 year-olds to stay ineducation and have a proven track recordin increasing participation.

3. But the challenges ahead remainconsiderable. Numbers staying on post-16have improved but are still too low – far downthe international league table. Many employersare not satisfied with the basic skills of schoolleavers going directly into jobs. Some youngpeople drift outside education, employment ortraining between the ages of 16 and 19. Themost able young people are not as fullystretched as they could be.

4. We propose therefore a radical reform ofthe system of 14-19 education – curriculum,assessment and the range of opportunities onoffer. The Working Group on 14-19 Reform,chaired by Sir Mike Tomlinson, reported in

October last year. This White Paper is ourresponse.

5. In it we set out our proposals for aneducation system focused on high standardsand much more tailored to the talents andaspirations of individual young people, withgreater flexibility about what and where tostudy and when to take qualifications. Theseproposals will:

● tackle our low post-16 participation – wewant participation at age 17 to increasefrom 75% to 90% over the next 10 years;

● ensure that every young person has asound grounding in the basics of Englishand maths and the skills they need foremployment;

● provide better vocational routes whichequip young people with the knowledgeand skills they need for further learning andemployment;

● stretch all young people; and

● re-engage the disaffected.

A strong foundation at Key Stage 3

6. Our first step is to make sure that KeyStage 3 – 11-14 education – provides astronger base of knowledge and skills. By theage of 14, we want young people to haveachieved higher standards in the basics andto have acquired a sound education – and anenthusiasm for learning – across thecurriculum. That will be the platform for theincreased choice teenagers will have between

4 EXECUTIVE SUMMARY

Executive Summary

the ages of 14 and 19. In order to achieve this,we will:

● retain all of the core and foundationsubjects within that phase, but review thecurriculum to improve its coherence insubjects where there are problems. We willreduce prescription so that schools havespace to help those below the expectedlevel to catch up and to stretch all theirpupils;

● support and challenge schools through theSecondary National Strategy and the NewRelationship with Schools to use the newflexibility well;

● strengthen the emphasis on English andmaths, in particular by expecting schools tofocus systematically on those who arrivefrom primary school without having reachedthe expected standard in the Key Stage 2literacy and numeracy tests, continue topublish national test results and introducea new on-line test of ICT skills;

● introduce models of moderated teacherassessment in the other compulsorysubjects, providing professionaldevelopment for teachers to support theirskills in assessing young people, which willhelp to raise standards across thecurriculum; and

● emphasise the importance of achievementat age 14 by recording in a ‘Pupil Profile’for each young person and their parents,achievement across the curriculum.

7. By doing so, we will ensure that more youngpeople achieve National Curriculum level 5 inEnglish, maths, science and ICT; and that allyoung people are stretched to achieve acrossall subjects.

A strong core 14-19

8. Achieving functional skills in English andmaths must be at the heart of the 14-19phase. These skills are essential to supportlearning in other subjects and they areessential for employment. Achieving level 2(GCSE level) in functional English and mathsis a vital part of a good education. In order toensure more young people achieve thatgrounding:

● we have already reduced the amount ofprescription in the Key Stage 4 curriculum,providing more scope for schools to supportcatch-up in English and maths;

● we are extending the Key Stage 3 Strategyto improve classroom practice, so that itprovides support across secondaryschools;

● we will expect more teenagers to achieve 5A*-C grade GCSEs including English andmaths and we will introduce a general(GCSE) Diploma to recognise those whoachieve this standard;

14-19 WHITE PAPER 5

● we will toughen the GCSE Achievementand Attainment Tables, showing whatpercentage of young people have achievedthe Diploma standard – ie 5 A*-C gradeGCSEs including English and maths. Weexpect to phase out the existing 5 A*-Cmeasure by 2008;

● we will ensure that no-one can get a Cor better in English and maths withoutmastering the functional elements. Where ateenager achieves the functional elementonly, we will recognise that separately; and

● we will provide more opportunities andincentives for teenagers who have notachieved level 2 by 16 to do so post-16 andsupport them in achieving level 1 or entrylevel qualifications as steps on the way.

Routes to success for all

9. Building on that core, we will create asystem better tailored to the needs of theindividual pupil, in which teenagers arestretched to achieve. We will:

● introduce greater choice of what and whereto study and make it easier to combineacademic and vocational learning;

● retain GCSEs and A levels as cornerstonesof the new system;

● introduce new specialised Diplomas,including academic and vocational material,covering each occupational sector of theeconomy. The Diplomas will be availableat levels 1 (foundation), 2 (GCSE) and 3(advanced);

● require that anyone achieving a Diploma atlevel 2 must have functional English andmaths at level 2;

● put employers in the lead through SectorSkills Councils, in designing specialisedDiplomas which provide the right groundingfor work and further study, supported byhigher education and the QCA; and

● challenge and support schools and collegesto ensure that young people takequalifications when they are ready, not at afixed age, encouraging acceleration to level2 and ensuring early achievement atadvanced level is recognised inperformance tables and elsewhere.

10. We understand and appreciate theargument that we should challenge our A levelstudents further, by demanding more breadth.But there is no clear consensus amongstpupils, parents, employers or universities onwhether and how it should be done. We alsobelieve that so soon after the introduction ofCurriculum 2000, stability is important. We willtherefore work with employers and universitiesto see if we can identify what, if anything,would add value to existing courses and wewill review progress in 2008. By this time wewill also have the evidence from the pilots ofthe extended project and other measures todraw on.

A new system of specialisedDiplomas

11. The Diplomas we are proposing will workas follows:

● To achieve a Diploma, young people willneed to achieve appropriate standards inEnglish and maths, specialised material,relevant GCSEs and A levels and havework experience.

● We will introduce the Diplomas in 14 linesand make these a national entitlement by2015. The first four Diplomas in informationand communication technology,engineering, health and social care andcreative and media will be available in2008. Eight will be available by 2010.

● We will work with employers to offer moreopportunities to young people to learn atwork and outside school.

6 EXECUTIVE SUMMARY

● We will continue to improve the quality andnumber of employment-based trainingplaces through Apprenticeships, bringingthem within the Diploma framework.

Strengthening GCSEs and A levels

12. We will keep both GCSEs and A levels, butimprove both in those areas where there is astrong case for change. At GCSE we will:

● restructure English and maths GCSEs tomake sure it is impossible to get a grade Cor above without the ability to usefunctional English and maths;

● review coursework to reduce theassessment burden;

● continue work to reform maths as proposedby Professor Adrian Smith, improvingmotivation and progression to advancedlevel. This is likely to include a new doublemaths GCSE; and

● continue to promote science – includingimplementing the new science GCSEs –restating our firm expectation that youngpeople should do two science GCSEs.

13. At A level we will:

● increase stretch for the most able byintroducing optional harder questions intoseparate sections at the end of A levelpapers;

● introduce an ‘extended project’ to stretch allyoung people and test a wider range ofhigher-level skills;

● enable the most able teenagers to take HEmodules while in the sixth form;

● ensure that universities have moreinformation on which to make judgementsabout candidates by ensuring that theyhave access to the grades achieved byyoung people in individual modules by2006. We will also support thoseuniversities who wish to have marks as wellas grades; and

● we will reduce the assessment burden atA level by reducing the numbers ofassessments in an A level from 6 to 4 butwithout reducing the standard or changingthe overall content of A levels.

14. We will ensure that there are naturalprogression routes both through the levels ofthe Diploma and between GCSEs and A levelsand the different levels of the Diploma.By doing so, we will secure for all teenagersroutes that avoid early narrowing down, butprovide real choice of what to learn and inwhat setting.

15. We believe that the current balancebetween internal and external assessmentis essentially the right one to secure publicconfidence in the examinations system.We therefore do not propose major changehere.

Engaging all young people

16. Our reforms will create opportunities for allyoung people. For many, the curriculumchoices introduced in this White Paper willprovide the opportunities they need to developtheir talents and so succeed. The vocationalopportunities, including different styles andplaces of learning, will motivate many.Foundation and entry level qualifications willhelp put more young people onto a pathwaythat will lead to further opportunities andqualifications.

17. For young people who face seriouspersonal problems, the proposals in theGovernment’s programme, ‘Every ChildMatters’, will be crucial in breaking down thebarriers to achievement. In addition, we willdevelop a pilot programme for 14-16 year-olds,based on the post-16 Entry to Employmentprogramme. This new route will:

● provide a tailored programme for eachyoung person and intensive personalguidance and support;

● involve significant work-based learning,probably amounting to two days eachweek;

14-19 WHITE PAPER 7

● lead towards a level 1 Diploma; and

● lead on to a range of further optionsincluding Apprenticeship.

18. We expect this to be available to up to10,000 young people from 2007/8.

A system configured aroundyoung people

19. We have designed these changes to thecurriculum and qualifications to meet theneeds of learners and employers. We willensure that every part of the educationsystem is configured to meet their needs.

20. We will increase the capacity of theeducation system to offer vocationaleducation. We will do so by building onexisting strengths – for example, extending therole of Centres of Vocational Excellence tomaking excellent vocational provision availablefor young people. We will also develop newSkills Academies as national centres ofexcellence in skills. We will strengthenschools’ capacity to offer vocational education,through specialism. The best SpecialistSchools will be able to become a leadingschool with additional resources to boostvocational provision. Significantly more post-16opportunities will be needed to meet theobjectives set out in this paper. Both schoolsand colleges will make additional provision.We will be consulting in detail on ourproposals, set out in our 5-year plan, for apresumption in favour of high-performing11-16 schools engaging in post-16 provision.

21. We will support the workforce to deliver.We will ensure that the right staff are in place,including those who have the necessaryexperience of the workplace to delivervocational education, and that they have theprofessional development, qualifications andsupport that they need.

22. Schools, colleges and other providers willtake the lead in each local area. A prospectusof options will be made available to all youngpeople, setting out what is on offer to them.

Where there are any gaps, it will be theresponsibility of local authorities and the localLearning and Skills Councils to commissionprovision to fill them. Each school and collegewill be expected to make the full range ofchoices available to young people on its roll,though perhaps at other institutions. Inspectionwill ensure that this is delivered.

An accountability framework whichmakes sure that we offer the bestto young people

23. Finally, we need an accountabilityframework which supports and encourages thedevelopment of the new 14-19 phase. We will:

● include vocational qualifications inAchievement and Attainment Tablemeasures and ensure that inspectionschallenge schools to offer the full rangeof curriculum and qualifications;

● focus on the basics through continuing topublish tables showing performance inEnglish, maths and science at Key Stage 3;and toughening tables at 16 to measure theDiploma standard: 5 A*-C GCSEs includingEnglish and maths;

● encourage stretch for all teenagers throughgiving schools credit in the tables whenthey achieve success in higher levelqualifications. Through the NewRelationship with Schools, hold schoolsmore strongly to account for the progressof all their students; and

● encourage institutions to focus onimproving staying-on rates by introducingprogression targets; and crediting schoolsfor the achievement of young peoplecompleting Key Stage 4 later than thenormal age.

24. This major package of reform seizes aonce-in-a-generation chance to transform14-19 education and skills. Through doing so,we will seek to widen opportunity for all youngpeople and take the next steps towards amore prosperous and fairer society.

8 EXECUTIVE SUMMARY

14-19 WHITE PAPER 9

1.1. The transformation of secondary and post-secondary education, so that all 16 year-oldsachieve highly and carry on into sixth form,college, an Apprenticeship or work withtraining until at least the age of 18, is a criticalpriority for Britain. It is central to building amore prosperous and fair society; and it is vitalfor the well-being and fulfilment of eachindividual young person in today’s world.

1.2. Since 1997, we have carried through far-reaching reforms to raise standards insecondary and post-secondary education,made possible by substantial new investmentin schools, colleges and training. We have thebest ever results at primary level, at Key Stage3, at GCSE and at A level. Particularly atprimary level, schools in England are as goodas those in any country. And we increasinglyperform well in international comparisons up toage 16.

1.3. But the challenge ahead remainsimmense. Participation among 16-19 year oldsremains very low by international standards.We are close to the bottom of the OECDleague table for participation among 17 year-olds. That is now the burning problem facingour education service. The system for 14-19education – curriculum, assessment and therange of opportunities on offer – needs radicalmodernisation to meet contemporary andfuture demands.

1.4. This White Paper sets out theGovernment’s proposals to meet thesechallenges – seizing a once in a generationopportunity. We set out proposals which aredesigned to tackle the scandal of our low post-16 participation – we want to raise participation

over a 10-year period from 75% to 90% at 17;to take a decisive step forward in vocationaleducation; to secure the functional skills thatall young people need for employment; tostretch all young people to succeed; and tore-engage the disaffected. Our proposals willdeliver our twin aims of social justice and acompetitive economy.

1.5. It is now four years since we first set out in2001 our intention to reform education for 14-19year-olds in our Green Paper ‘Schools: Buildingon Success’. It is two years since weestablished a Working Group on 14-19 Reformunder the expert chairmanship of Sir MikeTomlinson. The Working Group has nowproduced an important report, setting out itsproposals for change. This White Paper setsout the Government’s plans for the 14-19 phasein England, responding to that report andmoving us on to implement large-scale change.

1.6. In the last four years, there have beensignificant changes. It has become a normalpart of life in schools in this country that someyoung people are studying and achievingrecognised qualifications in vocational subjectsbefore 16. New GCSEs in vocational subjectshave been launched and the first group ofyoung people have just succeeded in obtainingtheir qualifications. The Increased FlexibilityProgramme has given around 90,000 youngpeople the opportunity to spend some timelearning subjects in colleges which cannoteasily be offered in schools. And fromSeptember 2004, for the first time, we have14 year olds pursuing Young Apprenticeships,giving them the chance to combine schoolstudies with learning alongside skilled workers.Work-related learning is now a statutory

10 CHAPTER 1 INTRODUCTION

Chapter 1Introduction

requirement and the entitlement to enterpriseeducation will be in place by September 2005.

1.7. In some parts of the country, designatedas 14-19 pathfinder areas, the process hasgone even further. Schools and colleges haveworked with local authorities and the Learningand Skills Council (LSC) to offer young peoplea range of options which goes beyond whatany one institution can provide and which issucceeding in attracting many more youngpeople to learning. In other places, new sixthforms and colleges are being opened, boostingparticipation and choice.

1.8. Over the same period, and alongsidedeveloping and testing new models, we haveconsulted very widely on the long-termchanges that we will need. The WorkingGroup’s work too has involved them inextensive and detailed discussions with the fullrange of interested parties. The consultationhas involved young people and parents,industry and employers, higher education,schools and colleges, and a very wide rangeof representative bodies and interests.

1.9. This is the context of this White Paper.It is one in which the case for change is widelyrecognised and in which change is alreadyunderway. And it is common ground thatreform should be pursued urgently in theinterests of this generation of young people.

The purpose of the White Paper

1.10. Our task here is to set a long-term courseand to chart the steps that will be needed tofollow that course. We are firm in ourconvictions about the need for change; and

clear about the things that need to be donenow. In making these the priorities forimmediate action, we are also clear that wemust not overburden the system with change.So we will move swiftly on the priorities as partof a longer-term programme of reform. Theproposals in this White Paper, together withthe forthcoming Skills White Paper, addressour aim of equipping young people and adultswith the skills they need to be employable andto achieve success later in life. The two WhitePapers offer employers the opportunity tocontribute to the long-term transformation ofvocational education in support of a highproductivity, flexible economy.

1.11. In setting out our long-term course, wesend a clear signal that our intention is that thesystem should be fashioned around the needsof the learner and be responsive to the needsof employers. The job of educationalinstitutions is to ensure, locality by locality,that the full range of programmes is madeavailable to young people.

1.12. We do not seek to prescribe every stepthat will be made to achieve our ambitions.Given the variety of local circumstances, thechanging nature of society and the economyand the ongoing development of technologiesthat support learning, to do so would befoolish. However, it is as much the job of thisWhite Paper to set out the changes inorganisation and incentives that will securedelivery as to set out the changes incurriculum and qualifications that will improvewhat is available to young people.

1.13. Our starting point is to make clear theissues that need to be resolved.

14-19 WHITE PAPER 11

1.14. This White Paper is concerned withEngland only, though we recognise that anumber of our proposals have implicationsfor Wales, Northern Ireland and, to a lesserextent, Scotland, especially where sharedqualifications will be affected. In implementingour proposals, we will work closely withcolleagues in those countries. In particular,when we are asking QCA to undertake work,we shall ask them to do so in co-operation withtheir fellow regulatory authorities to ensure thatdevelopments take account of the needs andcircumstances in other parts of the UK and arecompatible with structures there. The plans inthis White Paper will be financed withinavailable resources over the 2004 spendingreview period. Future resources will bedetermined in the normal way.

12 CHAPTER 1 INTRODUCTION


2.1. There has been very significant progress inrecent years in raising standards across theschool system. International evidence nowshows that our primary schools are world classon any measure. Improved results in literacy andnumeracy are borne out in international surveyevidence from PIRLS (Progress in InternationalReading Literacy Study) and TIMSS (Trends inInternational Mathematics and Science Study),which show our primary school children amongthe world leaders in English, maths and science.England ranked 3rd in PIRLS, 5th in science inTIMSS and was the most improved nation inmaths (see Figure 2.1).

Figure 2.1: England’s performance inTIMSS: 10 year-olds

1995 2003

Grade 4 science

Score 528 540

Ranking 8th out of 26 5th out of 25

Grade 4 maths

Score 484 531

Ranking 17th out of 26 10th out of 25

Source: IEA’s Trends in International Mathematics and Science Study at theFourth and Eighth Grades.

14 CHAPTER 2 THE CHALLENGES WE MUST OVERCOME

Chapter 2The challenges we must overcome

Summary

Standards have risen significantly over recent years at all levels of the education system.Equally, the demand for higher-level skills in the economy continues to grow, and thereare more jobs requiring high level skills. The costs to individuals, the economy and societyof educational failure are high. We agree with the Working Group on 14-19 Reform’sanalysis of these challenges.

More young people achieve well at school. In 2004, over 53% of young people achieved5 or more A*-C grade GCSEs, compared to around 45% in 1997. Compared to othercountries, standards by the age of 16 are good, but staying on rates after the age of 16poor. Consequently, the proportion of the population having skills at level 2 (intermediate)or level 3 (advanced) is lower than in other advanced industrial countries. The biggest gapis in the achievement of vocational qualifications. Employers are also concerned about thebasic skills of those school leavers moving directly into employment.

The confusing array of qualifications and the existing curriculum contribute to theproblems. Not all qualifications offer good progression routes to higher levels. The lack ofwidespread recognition of many of them contributes to the perception that they are secondrate. GCSEs and A levels are well understood, but there has been increasing concern thatthey need strengthening both to stretch the most able and to provide better progression.Furthermore, the current system in which most young people take all their qualifications atfixed ages is not well tailored to the varied talents and aptitudes of young people.

2.2. Secondary education, too, is verysignificantly improved. Since 1997, GCSEresults have risen, so that where then only45% of young people got 5 or more GCSEsat grade C or above (or equivalent), now over53% do. Test results for 14 year-olds andsuccess rates in colleges are also up.

2.3. But there remain significant challenges. Thechanging context of work and society and theneed for the UK to be economically competitiveplace increasing demands on the knowledgeand skills of the population. Our levels ofparticipation in post-compulsory education arewell behind those of most similar countries.And vocational education has less impact onskills levels in this country than it does in others.

2.4. Inspection evidence shows that muchpost-16 provision is very good. But there isconsiderable variability of quality and soconsiderable variability in the success oflearners. Since inspections began in 2001,90% of provision in colleges and 61% inwork-based learning providers has beenjudged to be satisfactory or better. Throughthe ‘Success for All’ reforms, we are puttingin place measures that will significantlyaccelerate the improvements in quality overthe next few years.

Economic and social change meanthat the need for education andhigh-level skills is greater thanever before

2.5. In this interdependent world, currents ofeconomic change in other parts of the worldcan quickly affect this country and technology

increasingly means that even serviceindustries serving one country can be sited inanother. Changes in the traditional industrialbase have already profoundly changed thenature of many of our communities. Theavailability of low-skill, manual jobs hasdeclined over a long period and for most,physical strength alone is no longer a sufficientbasis for employment.

2.6. The changes to our expectations ofworking life, too, have been profound. Themodern world – in the labour market andbeyond – makes greater demands on a youngperson’s capacity to communicate, presentthemselves, work in teams and understanddiversity. No longer is there an assumptionthat the sector in which a young person startswork is the one in which they will end theircareer. For most, movement between jobs isthe norm; for many, movement betweenentirely different sectors of the economy arealistic prospect. Young people may alsowant to further their careers in other countries.We must expect that the ability to movesuccessfully between jobs in this way will be agrowing necessity for the young people oftoday over the course of their working lives.

2.7. In this context, the need to offer everyyoung person the opportunity to becomeeducated and skilled is not only an economicimperative, but a moral one. Young people whodo not have a good grounding in the basicsand the right skills and knowledge foremployment will not have much prospect ofmaking the most of themselves in life and atwork. If young people leave full-time educationwithout well-respected and recognisedqualifications, then they are unlikely to be able


to gain employment and then cope with thechanging context of work through their lives.And the ongoing social and technologicalchange that affects our world demands thatmore young people are prepared not only withtransferable skills but also to adapt and learnthroughout their lifetime. In simple financialterms, as Figure 2.2 shows, those who achievehigher levels of qualification will earn more.1

2.8. The wider economic need is significant tooand the cost for all of us if we do not succeed,great. If we are to continue to attract many ofthe high value-added industries to this country,and to compete effectively on the global stage,then we will need far more of our population tohave high levels of education. A critical massof highly-skilled people will continue to attractthose employers to this country. We also need


1 Levels refer to National Qualifications Framework (NQF) levels. Level 2 is intermediate level (equivalent to 5 or more A*-C grade

GCSEs); level 3 is advanced level (equivalent to 2 or more A levels); level 4 is equivalent to first degree level.

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Figure 2.2: Education increases the productivity of the workforce, reflected in higherwages. Analysis of gross weekly earnings from the labour force survey show thatearnings increase with qualification levels

Source: LFS, Spring 2003

Figure 2.3: Correlation between offending behaviour and truancy

Males Females

12-16 17-30 12-16 17-30%offender %offender %offender %offender

Truant at least once a month 47 21 30 9

Occasional truant 13 16 18 3

No truant 10 8 4 2

Source: YLS 1998/9 HO RS 209 – note 12-16 year olds were asked about truanting in the last year. Those aged 17+ were asked about truanting in their last yearof school

to ensure that our population is not makingchoices based on stereotypes, but on thebasis of clear advice and guidance. Thebenefits of more engaging work, higher livingstandards and prosperity will flow to all of us.

2.9. Wider society’s need for young people toachieve educational success goes beyond theneeds of the economy, however. There is astrong and well-documented associationbetween poor attendance and behaviour atschool and later anti-social behaviour andcriminality, as Figure 2.3 shows.

2.10. Tackling disengagement, truancy andpoor behaviour at school are essential;providing motivating routes to success anecessity. It is in all our interests that we avoidthe costs of failure to the individual and towider society. And if we are to have a healthysociety of responsible, active citizens, well-prepared to take a role in our democracy andthe international community, then oureducation system provides us with the meansof achieving that.

2.11. For all of these reasons, the need for aneducation system which offers high-qualityroutes to success for all young people hasnever been greater. For all the progress ofrecent years, there remain significantchallenges to be overcome.

Though achievement at 15 hasrisen and compares wellinternationally, the staying on rateat 17 is poor

2.12. GCSE results have risen consistentlyover the last 15 years and should rise furtheras pupils who have benefited from reforms toprimary education and Key Stage 3 reach age16. It is easy to forget that the expectationbefore the introduction of GCSE was that theaverage student would gain a grade 4 CSE –equivalent to an F grade at GCSE. Manyyoung people did not enter publicexaminations at all. That was a nationalscandal, sometimes referred to as our ‘long tailof underachievement’. So although there hasbeen consistent improvement in achievement


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Figure 2.4: International comparisons of participation in education and training at 17 in 2002

Source: Organisation for Economic Co-operation and Development (2004) Education at a Glance: OECD Indicators 2004 Paris: OECD

since 1997, it has been against a backgroundof deeply entrenched cultural expectationsamong many that some groups of youngpeople would fail and leave learning at 16.

2.13. Key international comparisons publishedby the OECD confirm that we have relativelyhigh standards at 15, but low staying on ratesafter 16 (Figure 2.4). In the last few years, asFigure 2.5 shows, rising attainment by age 16has not been matched by rising participationpost-16 (as it typically had been previously).This is not wholly negative, because it is partlythe success of our economy and the very lowlevel of youth unemployment in this countrythat makes the option of finding work attractive.But we would want many more young peopleto see it to be in their interests to continue inlearning. And we must continue to reduce thenumber of young people who are not inemployment, education or training (NEET).

2.14. As a result of low participation, skill levelsin our workforce are behind those of othersimilar countries. This is because many fewer

people have vocational qualifications. It isimportant that we match other countries inmaintaining education and training into youngadulthood if we are to close the gap.

Young people who do not get 5 A*-Cgrade GCSEs (or equivalent) by age16 do not have good opportunitiesto achieve success later

2.15. By far the best-known and best-understood qualifications for young people inthis country are the GCSE and the A level.The overwhelming majority of young peoplewho do well at GCSE level go on to takeA level. However, even among those who get5 A*-C GCSEs, a high proportion do not getEnglish and maths. Those who succeed atA level often go on to university. Progressionroutes into further study for those who pursueother qualifications are much less clear.

2.16. Of course, there are concerns about eventhe well-established academic route. There areconcerns about lack of breadth post-16 in the


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Figure 2.5: Attainment at 16 and post-16 participation

Source: DfES SFR 31/2003. Secondary School Achievement and Attainment Tables.

A level programmes even of those who do get5 A*-C grade GCSEs. There are concernsabout the extent to which the most able arereally stretched – with some young peopleacquiring large numbers of GCSEs, whichindividually do not challenge them. And, asachievement rises, some of our mostprestigious universities report increasingdifficulty in differentiating between very strongcandidates for the most popular courses, sincetheir educational records appear very similar.

2.17. Perhaps more seriously, there has beenlittle choice of high-quality curriculum andqualifications pathways. The GCSE and A levelroute has been by far the most well-recognisedand understood route to success. But for thosewho prefer to learn in a different way, whowould benefit from greater variety of learningstyles or who are more interested by learning inways with direct practical applicability, there hasnot been real choice. These young people(although many might do well in GCSEs and Alevels) have to wait to develop their talents untillater in the education and training system.

2.18. For some pupils people in this category,achieving well in GCSEs and A levels enablesthem to flourish at university, on an academicor vocational course, and then to go on tosuccess in employment. For others, though,the existing curriculum offer switches them off.They may take GCSEs without success. AsFigure 2.6 shows, very few of those who donot get 5 or more A*-C GCSEs at 16 go on tostudy at level 3. Since the success rate forthose retaking GCSEs is not high (only around20% of those retaking get a higher grade thanthey did first time around), young people mayeasily get stuck in a qualifications blind alley.Furthermore, there is currently little scope totake a little more time over GCSEs in order toreach a higher standard.

2.19. The post-16 alternatives to GCSEs and Alevels in schools and colleges need to be morewidely available and to be credible withemployers. Too many young peopleexperience qualifications ‘dead ends’, wheredespite pursuing a further qualification, there


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Figure 2.6: Post-16 courses pursued by young people, by attainment at 16

Main study aim at 17 by year 11 attainment: % of those studying

Source: Youth Cohort Study, Cohort 11

are no clear onward routes to employment orprogression to a higher level of learning.

Vocational education and trainingfor young people have lowcredibility and status in this country

2.20. Vocational education has long been acause of concern in this country. Ever sincethe implementation of the 1944 Education Act,when the proposed technical schools were notdeveloped on the scale initially envisaged,successive policy initiatives have never beenmore than partially effective. Vocationaleducation for young people has often failed tocommand the confidence of employers, highereducation and the general public.

2.21. We have never had in this country avocational education track that is as wellunderstood as the academic one, nor one whichhas been seen as a naturally effective means ofpreparing young people for work or furtherstudy, even though it works well for somelearners. That compares unfavourably with

many other advanced industrial countries, wherethe large numbers of young people pursuingvocational routes from the age of 14 onwardscan have real confidence that what they aredoing will be in demand from employers andfrom higher education establishments.

2.22. Successive policy initiatives over severaldecades have failed to resolve the issue.And although a number of awarding bodiesoffer qualifications that are respected, we areleft with an alphabet soup of qualifications ofdifferent sizes, at different levels, with fewclear progression routes between them. Withthe exception of Apprenticeships, nothing onoffer in the vocational area has the clearappeal to young people, the public, employersand higher education (HE) of GCSEs andA levels. And, as Figure 2.7 shows, there isscope for considerable improvement insuccess rates for NVQ and apprenticeshipprovision.


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Figure 2.7: Comparison of young people’s rates of success on different courses

Success rates of 16-18 year-olds on selected LSC-funded FE provision and work-based learning

Source: DfES statistical first release further education and work-based learning for young people – learner outcomes in England: 2002/2003Note: Apprenticeship success rates not directly comparable to the other qualifications.

Employers express concerns aboutbasic skills

2.23. Employers have expressed real concernsabout whether those who leave school at 16 withrelatively few qualifications really have the basicskills, especially in maths and communication,which they will need for work. The evidence of theSkills for Life survey shows that among those withlow or no qualifications in the adult population,literacy and numeracy levels are also low.

2.24. A range of strategies are in place totackle the problem. Among adults, the Skillsfor Life strategy is having a real impact inimproving literacy and numeracy.We exceeded our target for 750,000 learnersto achieve a Skills for Life qualification.

2.25. The literacy and numeracy strategies inprimary schools have transformed standards ofachievement at age 11; and the Key Stage 3National Strategy has been driving upachievement in the basics at age 14.Nonetheless, there is more to do if we are toensure that no young person leaves schoolwithout a strong grounding in the basics theyneed for ordinary life and employment.

2.26. Those who progress further through thesystem, into A levels and higher education,are very much less criticised for lackingfunctional skills. Nonetheless, some universitiesare concerned that they do not have theseskills at high enough levels – for example, they

may be able to read and write well, but may beless strong at writing extended, analyticalprose. It is sometimes argued that because theso-called ‘compensatory’ assessment systemat GCSE means that a good grade can beachieved because strengths in one areacompensate for weaknesses in another,GCSEs do not fully secure achievement inthe functional core of maths and English.

There is concern about theassessment burden

2.27. Finally, some people argue that the overallamount of assessment in the system is now toogreat. At different times, the concern has beenabout the burden on students, the burden onteachers or the burden on the examinationsystem of the volume of scripts. This was aparticularly important issue following theintroduction of the Curriculum 2000 A levelreforms. The latest evaluation reports onCurriculum 2000, however, suggest that thesystem has bedded down and that students andteachers are generally more comfortable withthe amount and type of assessment in mostcases. And in the post-16 sector, our measuresto reduce bureaucracy, led by Sir AndrewFoster, have sought to eradicate inappropriateassessment arrangements.

2.28. Taken together, therefore, despite thestrengths of our education system and theprogress that has been made, there areimportant issues to resolve.


Figure 2.8: Employer satisfaction2 with the knowledge and skills of graduates and schoolleavers

Graduates School leavers

Satisfied Dissatisfied Satisfied Dissatisfied2

Basic skills (low-level literacy and numeracy) 54% 8% 35% 23%

Key Skills (communication, team-working, problem solving, IT etc) 51% 8% 25% 24%

Self-management 34% 11% 10% 31%

Business awareness 26% 16% 6% 33%

Source: CBI employment trends survey (September 2002)

2 Other responses available were ‘neither satisfied nor dissatisfied’ and ‘not applicable’.

3.1. We believe that every young person haspotential; that the job of our education systemis to develop and extend that potential; that indoing so, education must concern itself mostof all about the future of young people andwho they will become; that it must thereforeenable young people to achieve and it mustprepare them for life and for work, equippingthem with the skills that employers need. We

believe that there are many ways to achieve,and many ways to prepare young people forlife and for work. We believe that all of thesehave dignity and value and deserve respect.

3.2. Our vision is therefore that our educationsystem should provide every young personwith a route to success in life through hardwork and dedication.

22 CHAPTER 3 VISION

Chapter 3Vision

Summary

We want all young people to be well prepared for later life through the education theyreceive. We want the education system to enable every young person to pursue theiraspirations, and through hard work qualify themselves to succeed, equipping themselveswith the skills and attributes that employers need.

In order to do this, we need to allow young people more choice, both of what to study andwhere to study. We want every young person to be motivated by a curriculum whichallows them to learn in a style that suits them and to achieve qualifications as soon asthey are ready, rather than at a fixed age. We want the qualifications that are available tocarry real weight in the outside world – especially with employers and with highereducation, so that they genuinely provide a ticket to later success.

This means that we need a system increasingly tailored to the needs of the individual pupil.Within that system, every young person must be supported to succeed in the basics – anessential grounding for life and work. Sixteen will cease to be a crucial point – as more youngpeople accelerate; more take longer in order to achieve higher standards; and virtually allremain in learning to 18 and beyond. Young people should be able more readily to mixtheoretical and practical styles of learning, but with confidence that the qualifications theyachieve form a coherent package for further progression in education and into the workplace.As a key part of achieving this, we intend to improve vocational education and qualifications –offering interest and variety to many more young people and new routes to success.

We seek to ensure that all young people are stretched to achieve – whether byaccelerating to higher levels of learning, increasing the breadth of their studies or bypursuing greater depth in the subjects they are learning – so that all are learning anddoing their best. And we will increase our drive to re-engage those who are currentlyswitched off by school.

3.3. To do so, it must provide opportunities thatstretch and motivate each young person;interesting opportunities to learn in a variety ofdifferent ways – abstract and practical – andrigorous qualifications with currency in theworlds of work and of higher education, bothhere and abroad. A tailored 14-19 phase mustmean that young people can pursue theiraspirations, choose learning that is tailored tomeet their needs and through study and hardwork qualify themselves to achieve their aims.

3.4. At present the system does not providethat opportunity to all. By comparison withother countries, the English system does wellby a proportion of young people who areengaged and motivated by conceptual study.It does much less well by those whosepreferences are for learning which is morepractical, with an obvious relevance andapplication to the wider world. The manyyoung people for whom some opportunitiesto learn in this way would be beneficial,motivating or simply enjoyable have had nooutlet for this preference. For some, theresulting curriculum causes them to switch off,even though they may do well at GCSE.For them, the curriculum and qualificationscurrently available do not provide a route toimproving their life chances and they may dropout of further study at or shortly after the ageof 16.

3.5. The burning challenge we face is totransform this picture, so that every youngperson is engaged by the learningopportunities they have, many more continuein education, and dropping out by the age of17 becomes increasingly rare. We aim for a14-19 system of education that allows our

young people to exceed the standardsachieved abroad, which allows them to makethe most of their opportunities within a globalsociety and a global economy, and to achievehigh-quality, internationally-recognisedqualifications.

We will strengthen 11-14 education

3.6. If we are to offer young people morechoice at 14, we need to be confident that theyare making that choice from the soundplatform of a good general education. Our firstpriority is therefore to ensure that more of our14 year-olds are well educated, by reformingthe curriculum for 11-14 year-olds (Key Stage3). More children are reaching the standardsexpected of them as 11 year olds – though itremains a priority to continue increasing thatnumber – but too few of those who do notachieve that level catch up during Key Stage 3(KS3). And too many young people do not findthe early years of secondary school stretchingand involving.

3.7. The compulsory curriculum is at itsbroadest in KS3. It is the moment when youngpeople’s understanding of the sciences shouldhelp them to make sense of the world aroundthem; when they are introduced to some of thekey writers in the English language, includingShakespeare; when they begin to develop agood sense of historical perspective andchronology, based on key facts and episodesin history; the ability to listen, speak, read andwrite to an acceptable standard in a modernforeign language; an understanding of thegeography of the world around them.


3.8. We need more pupils to reach 14 with agood grounding in all of these. We also needto be sure that there is space in the timetablefor those who need additional support to catchup in the basics. We need a KS3 curriculumwhich supports these goals.

There will be a wider choice of whatand where to learn

3.9. Our next requirement for achieving thisvision is that there should be much strongervocational routes to success, which aregenuinely valued by employers, and asproviding access to higher education. This hasbeen the historic weakness of our educationsystem: not merely that vocational routes areseen by many young people as second class,but also that they are not seen by employersand universities as a sound preparation.

3.10. It does not have to be like this. In manyother countries, vocational routes are well-trodden pathways into work and into highereducation, where universities see vocationaleducation as a strong basis for further study.And in this country too, many degree coursesare vocational in nature – some of them, likelaw, medicine and engineering, among themost oversubscribed university coursesavailable. Such degrees are well understoodby young people, employers and the highereducation world. We believe that vocationalstudy before the age of 19 can achievecomparable acceptance and respect. It canprepare young people for a wide range ofdemanding and important careers in all sectorsof the economy, from the technicians who arethe lifeblood of laboratories and industry, todesigners working in fashion and publishing.

3.11. We intend that young people will havereal choice from the age of 14. Between 14and 16, whatever choices they make, theyshould experience a broad curriculum whichprepares them well for future life and learning.Whichever route they take, they will not narrowdown their options – and will be able to makea further choice about how to continue inlearning. By the age of 19, young people willhave had the opportunity to pursue academic

qualifications; qualifications in a broadvocational area; or occupationally-specificqualifications in the work context. Whicheverway they choose to become qualified, thequalifications they achieve will have realcurrency.

3.12. In opening up these wider opportunities,we will address the risks. We cannot haveyoung people making such narrow choices atthe age of 14 that they cannot later changetack. So all the pathways must remain broad,at least until the age of 16 – and must giveyoung people transferable skills. We cannothave young people ignorant of what isavailable or unable to make choices that aregood for them. We cannot return to the daysbefore the National Curriculum when boys andgirls sometimes had little opportunity to studyin areas which had been the traditionalpreserve of the other sex. So good qualityand impartial information, advice and guidanceare crucial.

Education must ensure that allyoung people learn the English andmaths they need for life

3.13. In this world of wider choice and broaderopportunity for young people, we must ensurethat every young person gets the preparationthey need for later life, not just the opportunityto do what interests them. Above all, thismeans that we need every young person toachieve high standards in the basics offunctional English and maths in particular. In theforthcoming Skills White Paper, we will set outhow we will match this focus on functionalskills for young people with a similar focusfor adults who have been failed in the past.

3.14. Without these basics for modern life, noyoung person can consider themselves trulyeducated. Without these basics, no-one canmake the most of everyday life or betterthemselves at work. Without these basics,no-one will be able to progress to learn asmuch as they otherwise could, whatever theirother abilities. So, we intend to raise the bar,to ask more of schools, colleges and youngpeople in this area – so that no-one thinks that

24 CHAPTER 3 VISION

a broad package of qualifications without thesebasics can suffice. No-one who is capableshould leave education or training withoutachieving functional mastery of English andmaths.

3.15. This focus on the basics does notrepresent a diminution of creativity or otherskills: no novelist can become great without astrong command of English and no scientist orengineer can work without control of number.But education is not only about the basics.We are determined that the launch pad for thegreater range of options of the new 14-19phase should be that young people have asound grounding by the age of 14 in all theNational Curriculum subjects.

3.16. Throughout the 14-19 phase, it remainsa priority that young people can pursue thesesubjects. In our increasingly scientific andtechnological world, we continue to putscience at the heart of education – as acompulsory subject in the National Curriculumin Key Stage 4 and have made it a priority toencourage more young people to take itup post-16. And we already have in placestatutory entitlements to study modern foreignlanguages, the humanities, the arts, anddesign and technology. We will make sure thatall of these are available to all young people.

3.17. Beyond these subjects, we need to beconfident that everyone leaving education isequipped to be an informed, responsible,active citizen. In an ever more complex,interdependent world, where an engagedpopulation is crucial to the health of oursociety, we continue to put citizenship at itsheart too. And we need real confidence thatour schools and colleges really do give youngpeople the skills they need for employability –for a young person who is not employable hasfew opportunities in life – and for furtherlearning.

Qualifications will be achieved assoon as young people are ready –16 will cease to be the crucial age

3.18. We must stretch every young person toachieve. This country is unusual internationallyin that young people typically take aqualification at 16. But there are real benefitsto that – there is no doubt that many youngpeople work hard between the ages of 14 and16 so that they succeed at GCSE. But whilesome young people are not sufficientlystretched (and so in some cases acquire verylong lists of often similar GCSEs), othersstruggle to get there at all by 16.

3.19. So our vision is that 16 should cease tobe a fixed point in our system at which allyoung people take qualifications – more andmore should do so as soon as they are ready.That may mean a faster pace – doing somequalifications early and moving on to study atthe next level, deepening or broadening theirstudies having achieved a qualification or acombination of these. It may mean taking alittle longer in order to achieve higherstandards.

3.20. Crucially, we want a system in which noyoung people get stuck in a qualifications blindalley. There are currently too many examplesof qualifications from which there is no way foryoung people to progress – either to furtherstudy or into meaningful employment.

We will re-engage those whocurrently drop out

3.21. Our final key task is to tackledisengagement. Some 9% of young peopleaged 16-19 are not in education, employmentor training. By providing a more motivating setof options of where and when to study, we willincrease the desire of more young people tostay within the training system. By tackling thepersonal problems of young people throughthe ‘Every Child Matters’ programme, we willprogressively lower the barriers to theirachievement. And we will seek to make surethat we develop options for the most


disengaged young people which graduallydraw them back into learning, with support.

We will configure the systemto deliver

3.22. If these are the aims at the heart of ourvision, then we take seriously our responsibilityto configure the system around these aims, sothat we make new opportunities available toyoung people, wherever they might be. Ourpriorities are not focused on the currentinstitutional arrangements, but on the breadthand quality of what is available to youngpeople.

3.23. In practice, this will mean that area byarea, institutions will need to come together todecide how to make an offer best meeting thetalents and aspirations of young people.Together, they will make a better and broaderoffer to young people than they could doalone.

3.24. At the same time, we will ensure thatevery school and college is held to account forthe quality of what it delivers and pushed toimprove. There will be no relaxation of ourdetermination to ensure that every educationalestablishment is a good one and we willbroaden our expectations of schools andcolleges to make use of other availablecourses and facilities if that is in the interestsof young people.

3.25. The degree of change implied by thisagenda is significant. It will be neither a simplenor a short-term task. A key measure of oursuccess will be that we do not in any waydamage public confidence in the educationand exam system as we make the changes.It will be equally important that the teachersand others who will be crucial to making thechanges work have the support that they needto do so and are not overloaded with change,so that they can continue to offer their best tothe young people in their care.

Our principles

3.26. In the light of this vision, we can now setout our principles for this White Paper and forthe programme of change that flows from it:

● We want to give all young people theopportunity to achieve success in lifethrough hard work regardless of theirgender, ethnicity or family circumstances.This means:

– we want every young person to besecure in the basics that they will needfor life and work;

– we want all young people to enjoy theirlearning, to be stretched to achieve andto be rewarded for success;

– all learning programmes should haveclear progression routes to furtherlearning. We want young people toleave learning with the skills thatemployers need;

– we want young people to have a choiceof where and what to learn, reflectingtheir own talents and aptitudes; and

– we will make sure that theorganisational arrangements followthe needs of learners and reflect theirdiversity.

● We value the current generation of youngpeople as fully as future generations.This means:

– we will implement our proposedchanges as soon as is practicable,so that more young people have theopportunity to benefit from them;

– but we will manage change carefully,so that the education system is notunnecessarily disrupted.

26 CHAPTER 3 VISION

● We will ensure that the workforce canimplement what they are asked to do.This means:

– we will make sure that we continue tohave a properly trained workforce, byoffering training and support to existingand future teachers, lecturers andothers in the workforce; and

– we will manage the effect of thesechanges on the workforce, ensure thatschools and colleges are able to deploystaff to match skills to needs, so thatthey are not overloaded.

3.27. These principles underpin the proposalsin this White Paper. They are at the heart ofour ambition for transforming opportunity fortoday’s young people.


4.1. In the new 14-19 system, it will beincreasingly important that young people havevery strong foundations and a good generaleducation by the age of 14. From then on,they will be making wider choices in anincreasingly tailored system, which means thatthe groundwork must be laid in the early yearsof secondary education (ie at KS3). For youngpeople to succeed later, their experiences upto the age of 14 must prepare them well andleave them with an enthusiasm for furtherlearning. Most importantly, they need to beginthe 14-19 phase with the skills and knowledge

to make the most of the opportunitiesavailable. That must include a good groundingin all the foundation subjects of the NationalCurriculum.

4.2. So, the changes we propose 14-19 willdemand changes 11-14 as well. Children entersecondary school with a range of differentachievements and experiences. Gettingeveryone to the starting line of the 14-19 phasemeans that we need more tailoring ofeducation before 14. So, we begin ourproposals in this White Paper by setting out

28 CHAPTER 4 A STRONG FOUNDATION AT KS3

Chapter 4A strong foundation at Key Stage 3

Summary

We want more young people to reach the age of 14 with a strong grounding in the basicsand engaged by education. In order to achieve this, we will:

● review the Key Stage 3 (KS3) curriculum, to improve its coherence in subjects wherethere are problems, to reduce the overall level of prescription and allow more scope forschools to stretch their pupils and to help those who fall behind expected standards tocatch up;

● through the Secondary National Strategy and the New Relationship with Schools,ensure that schools are supported and challenged to use this additional freedom wisely;

● strengthen our emphasis on English and maths, in particular by expecting schools tofocus systematically on those pupils who arrive from primary school below theexpected level;

● continue to publish results in KS3 tests in English, maths and science and introducea new online test in ICT; and

● provide professional development for teachers to support their assessment of pupils inthe other subjects; and produce a ‘Pupil Profile’ for pupils and parents, recording theirachievement across the curriculum.

By doing so, we will ensure that more young people achieve National Curriculum level 5 inEnglish, maths, science and ICT; and that all young people are stretched to achieve.

what we want for our 14 year olds: what wethink they will need in order to succeed later;and how we propose to make sure that manymore of them have that sound foundation.

The educated 14 year-old

4.3. Our vision of educated 14 year olds issimply expressed. First and foremost, we wantthem to have achieved high standards in thebasics, because without these, we know thatyoung people do not flourish in education,employment or life. Second, we want them tohave a broad range of knowledge across arich curriculum. Third, we want to be confident

that every young person has experienced arange of learning opportunities within andoutside school. As a result, we want youngpeople to be enthusiastic and expert learnersand to continue learning and developing theirskills throughout their adult lives.

High standards in the basics

4.4. Standards of achievement in English,maths, science and ICT at 14 have beensteadily improving. From 1999 to 2004, thenumber of 14 year olds achieving NationalCurriculum level 5 rose by 7 percentage pointsin English, 11 points in maths and 11 in


90

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Figure 4.1: Percentage of pupils achieving National Curriculum level 5 or above in theKey Stage 3 tests

science, as Figure 4.1 shows. It remains apriority to do more. We want everyone whocan, to achieve at least level 5 at this age,

since that is what is needed to make the mostof upper secondary education. As Figure 4.2shows, few young people who do not achieve

30 CHAPTER 4 A STRONG FOUNDATION AT KEY STAGE 3

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Combinations of English, maths and science in Key Stage 3(ie 554 means level 5 in English, level 5 in maths, level 4 in science)

98% 98% 98% 99% 99% 99%

6%

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Figure 4.2: Performance at Key Stage 4 given 2002 Key Stage 3 starting points

Source: Provision Data Produced by SDAUCoverage: All Pupils in contributing to the National Statistic

English and maths at National Curriculum level 5

This is a summary of the standards that learners at level 5 should demonstrate in Englishand maths. The full descriptions for all subjects are available on the National Curriculumwebsite: www.nc.uk.net

English

Pupils talk and listen confidently in a wide range of contexts, including some that are of aformal nature. Pupils show understanding of a range of texts, identifying key features,themes, information and characters. Pupils’ writing is varied and interesting, conveyingmeaning clearly in a range of forms for different readers, using a more formal style whereappropriate.

Maths

In order to carry through tasks and solve mathematical problems, pupils identify and obtainnecessary information. They check their results, considering whether these are sensible.Pupils can add, subtract, multiply and divide with decimals to two places and can calculatefractional or percentage parts of quantities. Pupils can multiply and divide any three-digitnumber by any two-digit number without a calculator. They know the rough metricequivalents of imperial units still in daily use. They make sensible estimates of a range ofmeasures in relation to everyday situations.

level 5 at 14 go on to get 5 A*-C gradeGCSEs. Our target is that 85% of 14 year oldsshould achieve level 5 or above in English,maths and ICT, and 80% in science by 2007;with at least 50% of pupils in all schools doingso by 2008.

4.5. The quality of teaching and learning hasimproved as a result of the Key Stage 3National Strategy. In March 2004 Ofstedreported that, “the Strategy is helping toimprove teaching… Teachers welcome thetraining and support the Strategy provides”.In the light of this success we are extendingthe Strategy to become the SecondaryNational Strategy, providing support at KeyStage 4 too. Additional funding will ensure thatthis does not dilute our focus on KS3.

4.6. In addition to functional skills, youngpeople need a range of learning and socialskills. Success in further and higher educationand in employment depends on the ability toadapt to new or changing circumstances.Independent learning skills are essential forstudy at university level. Businesses wantskilled and enthusiastic employees who canhelp them respond to the rapidly changingdemands of a competitive global economy.These skills are not separately taught, butbrought out by expert teachers through themethods they use to teach the curriculumsubjects.

A broad range of knowledge across a richcurriculum

4.7. The National Curriculum is at its broadestin KS3. The study of the sciences becomesmore formalised and intensive – and pupilsshould begin to develop a scientificunderstanding of many aspects of the worldaround them. It is the moment at which theyare introduced to some of the key writers inthe English language, including Shakespeare.They develop skills of reading and writing,speaking and listening in a modern foreignlanguage – and as our modern foreignlanguages strategy is implemented in full, theyare increasingly doing so from a higher base.They develop historical understanding,

including a sense of chronology and of someof the most famous episodes of the past. Theydevelop an understanding of the human andphysical geography of the world. They learn tocompose, perform and appreciate music.They develop the skills to produce andmanipulate products in a variety of materials.They study art and produce their own works ina variety of styles and forms.

4.8. We are committed to this breadth of studyand want every pupil to have a high-qualitylearning experience in all these subjects. Wewill continue our work to improve teaching andlearning in them, building on the successes ofthe Key Stage 3 National Strategy. Links toactivities outside school are important too. TheMusic Manifesto set out our commitment toimprove access to music through a range ofexperiences within and beyond the curriculum.Our PE and School Sport Strategy will givechildren two hours of sport each week andbetter access to local sports clubs.

4.9. All of the foundation subjects of theNational Curriculum provide knowledge andunderstanding which are an essentialpreparation for further study and for adult life.As we introduce greater flexibility into thecurriculum after the age of 14, it becomes allthe more important that young people havebeen well taught in these subjects by the timethey are 14. Our objective is that in future, theyhave a better understanding of these subjectsand their key concepts than they do now.

4.10. The compulsory elements of thecurriculum also provide the foundations ofcitizenship. Through study of citizenship,young people develop as informed andresponsible citizens with the knowledge,skills and attitudes to play an effective role insociety. Through personal, social and healtheducation (PSHE), they develop theknowledge, skills and understanding they needto lead healthy, confident and independentlives. Religious education encourages pupils todevelop their sense of indentity and belonging,to develop respect and sensitivity to others,enabling them to flourish individually and ascitizens within their communities.


4.11. We continue to stress the importance ofall the subjects at this stage and want toensure that everyone is engaged and stretchedby the subject teaching they receive. Achievingat National Curriculum level 5 across thecurriculum is the preparation everyone needs;being supported to achieve more where theycan is the key for motivating them.

A range of learning opportunities

4.12. Learning at school should be enriched bya range of activities beyond the curriculum.

The London Student Pledge provides anexample of the sort of enrichment activitiesthat many areas provide. We are developingproposals to build on the extensive range ofstudy support, clubs and other activities thatschools already offer, supporting schools andother organisations like libraries andmuseums, to broaden the range of activitiesand facilities available. We will set out ourproposals for doing so in due course.

The London Student Pledge

The London Student Pledge aims to widen the experiences and aspirations of all youngpeople in the capital. The local authority and schools in each borough are working with localorganisations to provide opportunities to learn across 10 broad areas of activity, insideand outside school. These are:

● contributing views on London issues;

● recognition of students’ early success;

● taking part in a display seen by an audience (sports, music, dance or visual arts);

● experience involving the spoken word;

● residential experience;

● experience of volunteering;

● experience of attending an arts or sports event as part of the audience;

● experience of other languages and cultures;

● experience of seeing a practical project through from beginning to end; and

● experience of cutting-edge science and technology.

Raising attainment in English, maths and science at Chestnut Grove

Chestnut Grove is an 11-19 mixed comprehensive visual arts college based in Balham, SouthLondon. The focus of its two-year KS3 is on raising attainment in English, maths and science.

In English, students are taught the key objectives in years 7 and 8. All students then sit anexam in year 8. In 2004, 100% of year 8 pupils achieved at least level 5 in English and 39%achieved a level 6 or better. Now in year 9, the pupils have used the curriculum spacecreated to take part in the “Shakespeare in Schools Festival”, where they performed Othello,and they are studying utopian novels.

In maths, the college has taken a different approach. Those students who enter at level 3 orbelow receive focused support in year 7 to ensure that they have grasped the basic conceptswhich make up the level 4 objectives. Pupils who have already achieved a level 4 or abovecover a curriculum consisting of the level 5 and 6 objectives. “The lessons in maths are goodfun, we always do new things”, says Luke, year 7.


A new Key Stage 3

4.13. Significant improvements have been madeto the quality of teaching at KS3 in recent yearsthrough the National Strategy, and more 14year-olds than ever before achieve thestandards we aspire to. But the design of thecurriculum has some significant problems. Someprogrammes of study are less coherent thanthey could be and some material is repeated indifferent subjects. The amount of prescriptionleaves schools with little space to timetablecatch-up provision for those who are struggling,and to offer really stretching opportunities forthose who have particular gifts and talents.Some young people who enter secondary schoolbelow the expected standard fall further behind,because they lack the skills and knowledgenecessary to access parts of the KS3 curriculum.It is a crucial priority that schools should providefocused support, so that these young peoplecatch up as quickly as possible.

4.14. We are therefore asking QCA toundertake a review of the KS3 curriculum.We are clear that all of the existing foundationsubjects will remain in the curriculum and thatwe want more pupils to be well educated in allof them. However, the review must createmore space in the timetable to ensure that thecurriculum: enables those who had fallenbehind at 11 to catch up in the basics; allows

everyone to be stretched; and increases thenumber who have a good understanding of allthe subjects in the curriculum.

4.15. We need more young people to beinterested in studying science. At present, thecurriculum sets out a long shopping list of factsto be learnt. Not only the key conceptualunderpinnings of the subject, but also itsexcitement, relevance and crucial importanceare too easily lost. Just as we have worked withthe science community to create a Key Stage 4curriculum which will encourage more youngpeople to continue to study the sciences, so weintend to do the same at KS3. We do notexpect a reduction in the amount of time youngpeople spend studying science at KS3.

4.16. Similar arguments can be made aboutthe existing curriculum in subjects such ashistory and geography. In other subjects,including design and technology, there areheavy requirements on pupils to complete alarge number of tightly specified tasks. A morecoherent curriculum, with less duplicationbetween subjects, will give teachers greaterflexibility to focus more on progressionthroughout KS3 and raise aspirations.

4.17. This could mean quite significant changesin some subjects. But if we are to achieve our


Improving the geography curriculum

Ofsted’s 2002/03 geography report identified several weaknesses in KS3 including an over-emphasis on the coverage of content, which was not always coherent. This could limitopportunities to develop independent learning skills and to stretch pupils. We will ask theQCA to advise us on how to address these weaknesses. The options include:

● more focus on key geographical concepts to bring greater meaning to subject contentand engage and excite students;

● a reduction in overlapping objectives and prescribed examples, allowing space to explorecurrent real world issues in depth; and

● more choice for teachers over some parts of the content, so they can better tailor lessonsto their pupils’ needs, interests and aptitudes.

Following QCA’s advice we will work with subject experts and leading teachers to developbetter guidance and training for geography teachers. We want to help them to teach thecurriculum in a way that engages and excites pupils, increasing progression by developingtheir skills and understanding.

aims of more young people succeeding as theyleave education, we believe that they arenecessary. They build on the success of theKey Stage 3 National Strategy, which hasimproved progression and led to significantimprovements in standards. They are theessential next step in ensuring that those whoare behind in the basics at 11 catch up by 14.

4.18. We have already been piloting a rangeof different models. In particular, two pilotsexploring curriculum innovations point the wayto further improvements in teaching andlearning. One is a pilot of injecting greater paceinto the curriculum through a two-year KS3,where evidence from Ofsted shows thatcondensing the curriculum encourages bettercurriculum planning, reduces duplication indifferent subjects and releases time to broadenand enrich the curriculum in different ways tosuit pupils with different abilities and learningstyles. The other is a planned low-attainerspilot, designed to accelerate catch-up in schoolswhere the children joining in year 7 hadrelatively low achievement in primary school.

4.19. Through the existing pilots we aredeveloping a strong evidence base from whichto work. We will build on this experience andextend our plans for pilots to test changes toKS3 that are in line with the aims of the QCAreview, to ensure that it is informed by practicalexperience from schools. We will continue touse pilots as QCA undertake the review toensure that its aims will be met in practice.

4.20. We will then make sure that all schoolstake advantage of the new flexibilities. We willdo so by:

● supporting schools through the NationalStrategy, so that teachers have thematerials they need and the professionaldevelopment to help them deliver the newcurriculum effectively;

● incentivising schools to get more youngpeople to level 5 by 14, through the NewRelationship with Schools, throughcontinued publication of performancetables, including value-added informationand through the Key Stage 3 targets; and

● incentivising stretch for the most able, boththrough the New Relationship with Schoolsand the measures it will introduce to holdschools more fully to account for stretchingall young people, and through the work ofthe National Academy for Gifted andTalented Youth helping schools to meet theteaching challenges of gifted pupils.

4.21. Young people should also develop theirpersonal and learning skills during KS3. Theseskills are not separately taught, but broughtout through teaching the National Curriculumsubjects – and the best teachers find ways todo so in every lesson. We will use the NationalStrategy’s Leading in Learning programme tospread this best practice and develop a rangeof models to show how teachers in differentsubjects can help pupils develop these skills.

4.22. These skills will help young people tochoose options at 14 suited to their interestsand aptitudes, which will lead on to furtherlearning and employment. We also set out inthe next chapter our proposals to improveadvice and guidance.

Assessment arrangements whichsupport this

4.23. Most young people should be able toreach level 5 or above across the range ofNational Curriculum subjects by age 14.Achieving that goal should be a significantmoment in their educational career. It willdemonstrate that they have achieved the basiclevel of knowledge needed for further learningand to begin to become an effective citizen.

4.24. To emphasise the importance of a pupil’sachievements by age 14, we want them to berecorded in summary form for pupils andparents in a simple Pupil Profile, including theirachievement in every subject.

● For young people and their parents, thePupil Profile will be a record of what theyhave achieved. It will highlight theirstrengths and show them any areas wherethey need to focus their efforts.


● For the institutions teaching young peoplefrom age 14, the Pupil Profile will show thatthey have learnt the foundations necessaryto progress, or highlight any areas wherethey will need extra help to catch up.

4.25. Assessment at age 14 will be theunderpinning of the 14-19 phase. It will showyoung people and their teachers how wellprepared they are for the 14-19 phase oflearning. In particular, it will be a trigger whichensures that young people who do not achievelevel 5 in the basics devote time in theirstudies post-14 to get to that level as soonas possible and to go on to GCSE level.

4.26. Assessment at the end of KS3 is also auseful tool for teachers, lecturers and trainers.Increasing numbers of young people will bestudying in more than one institution from age14, including perhaps another nearby school,an FE college, or a work-based trainingprovider. The performance data will helpteachers to tailor their teaching to youngpeople’s needs.

Assessment in the core

4.27. A good level of knowledge and skill inEnglish, maths, ICT and science are the mostessential preparation for the 14-19 phase.Young people are formally assessed inEnglish, maths and science at age 14. We arecommitted to maintaining external tests inthese core subjects because they provide themost reliable and consistent measure availableof what young people have achieved. We arealso developing a test in ICT to build on theexisting practice of teacher assessment.This will be an online assessment and will beelectronically marked. It will be introducedalongside the other external tests at age 14from 2008, subject to a successful pilot. Banksof optional teacher assessment tasks toenable the most able students to access thehighest levels in the core subjects are alreadyavailable and will be developed further.

4.28. We already publish schools’ results inthe English, maths and science tests in theAchievement and Attainment Tables.

Continuing to do so will be a strong incentivefor schools to ensure that more young peoplereach expected standards. We will also publishresults in the ICT test.

Assessment in the foundation subjects

4.29. Achievement in the foundation subjects isalso important to provide the broad range ofknowledge necessary for further study in the14-19 phase. Teachers already assess youngpeople throughout KS3 to ensure that they areprogressing in the foundation subjects, toinform their teaching methods and to checkwhether they are reaching the expectedstandard at age 14.

4.30. We want to build on that practice andhelp teachers to improve their skills ofassessment. Teachers make judgementsabout pupils’ performance based on individualpieces of class work, longer projects andinternally-set exams. However, the latestannual report of Her Majesty’s Chief Inspectorof Schools found that, “the use of assessmentin meeting individual pupils’ needs remains aweakness generally and is unsatisfactory inover a tenth of schools.” We will examinemodels for supporting the professionalism ofteachers in assessing students and formoderating teacher assessment at KS3, suchas Chartered Examiners. We will providetraining and guidance for teaching staff todevelop their assessment skills and providethem with materials to help them accuratelyto assess student performance at all abilitylevels. This will include a bank of nationallydeveloped standardised tests and activities,which we will ask QCA to produce, to supportteachers’ professional judgement in bothsummative and formative assessment.

4.31. Through these changes at KS3, webelieve that more young people will reach theage of 14 with a sound grounding in the basicsand a good understanding of the key conceptsacross the curriculum. More will receive amore personalised experience, and so will bemore engaged with learning and betterprepared for further study.


5.1. There are some basic skills, knowledgeand understanding that everyone needs inorder to progress and succeed in learning,employment and life. First among these are asound grounding in functional English andmaths; but ICT skills, an understanding of thesciences and the knowledge and skills neededfor citizenship, employment and furtherlearning are also crucial. Together, these willremain compulsory for 14-16 year-olds.

5.2. We are renewing our focus on English andmaths and particularly on the ability to applythem in everyday contexts. We want youngpeople to reach at least GCSE level in Englishand maths and will challenge and supportschools and colleges to deliver. In maths,we continue to be committed to theimplementation of the Smith report and willcontinue to make it a priority that more youngpeople progress on to advanced level andbeyond.

36 CHAPTER 5 A STRONG CORE 14-19

Chapter 5A strong core 14-19

Summary

At the heart of 14-19 education will be an even sharper focus on the basics. Achievinglevel 2 (GCSE level) in English and maths is an essential part of a good education.In order to ensure more young people achieve that level:

● we have already reduced the level of prescription in the Key Stage 4 (KS4) curriculum,providing more scope for schools to support catch-up;

● we are extending the Key Stage 3 Strategy, so that it provides teaching materials andprofessional development across the secondary age range;

● we will introduce a general (GCSE) Diploma, awarded when young people achieve5 A*-C grade GCSEs including English and maths (see Chapter 6);

● we will toughen the Achievement and Attainment Tables, showing what percentageof pupils have achieved the Diploma standard – ie 5 A*-C grade GCSEs includingEnglish and maths. We expect to phase out the existing 5 A*-C measure by 2008;

● we will ensure that no-one can get a C or better in English and maths withoutmastering the functional elements. Where a young person achieves the functionalelement only, we will recognise that separately;

● we will make sure that this functional core is the same in the adult Skills for Lifequalifications, other Key Skills qualifications and in GCSEs; and

● we will provide more opportunities and incentives for young people who have notachieved level 2 by 16 to do so post-16 and support them in achieving level 1 orentry level qualifications as steps on the way.

5.3. We are also committed to improvingGCSE science results and to increasing thenumber of young people taking science atadvanced level and progressing to studyscience at university. It also remains a prioritythat all young people have a good grasp ofscience, so that they can make sense of thetechnological world we live in. Every youngperson will have a statutory entitlement toscience study leading to two GCSEs and weexpect that, as now, at least 80% of studentswill continue to take at least two scienceGCSEs, with many progressing to sciencecourses at higher levels. We will take furtheraction, if necessary to maintain the numbersof young people taking two science GCSEs.

5.4. Young people should have goodopportunities to study a range of academicsubjects. There are existing entitlements tostudy a modern foreign language; ahumanities subject; design and technology;and the arts, as well as the complusorysubjects. We re-confirm all of these asimportant to the 14-19 phase. We will alsoensure that young people develop knowledgeand skills to take their place in society. We willensure that they are given opportunities to doso, both through more focused teaching ofrelevant curriculum subjects includingcitizenship and providing clearer guidance onthe development of personal, and thinking andlearning skills throughout the curriculum.

Functional English and maths

5.5. Functional English and maths are theEnglish and maths that people need toparticipate effectively in everyday life, includingin the workplace. Achieving National

Curriculum level 5 in these skills by 14 is animportant staging post, but people are onlyfully functional in English and maths when theyhave achieved the equivalent of a GCSE atgrade C or higher (level 2 of the NationalQualifications Framework). At level 2 they areable to apply their skills confidently in a rangeof different contexts.

5.6. We intend to ensure that schools focuson achievement in the basics. In Chapter 6,we set out our plans for a general (GCSE)Diploma, awarded when young people achieve5 A*-C GCSEs including English and maths.We will toughen the performance tables toinclude an additional measure: the proportionof young people reaching this standard. Wewill pilot this change in 2005, with a view tofull inclusion in the tables in 2006, alongsidethe existing 5 A*-C GCSEs (or equivalent).We expect to phase out the existing 5 A*-Cmeasure by 2008.

5.7. We intend to ensure that young peoplereceive support to reach this standard,especially where they haven’t reached theexpected level at 14. We will help schools todeliver this focused support by prioritisingEnglish and maths as we implement theSecondary National Strategy. This will supportschools in curriculum organisation; will providetraining and support to teachers; and willsupport whole school approaches, includingthe use of study support. Once established, theNational Centre for Excellence in MathematicsTeaching will provide further support.

5.8. We will ensure that a grade C or better atGCSE is a guarantee that young people havethe functional skills they need. We set out in


Chapter 7 our proposals for changes to GCSEto secure this. The redesigned qualificationswill be available for first teaching in 2008 forEnglish and 2009 for maths. Changes tomaths will take place in the context of theimplementation of Professor Adrian Smith’sreport ‘Making Mathematics Count’.

5.9. We will ensure that young people can gaina qualification for achieving the functionalskills, even if they are not able to achieve a fullGCSE. QCA should secure the developmentof alternative qualifications, such as Skills forLife qualifications, to be studied alongside theKS4 programmes of study. We expect,


Examples from level 2 standards for adult literacy

Writing

● Present information and ideas in a logical or persuasive sequence, using paragraphswhere appropriate.

● Use formal and informal language appropriate to purpose and audience.

● Use different styles of writing for different purposes, eg persuasive techniques, supportingevidence, technical vocabulary.

● Use correct grammar, eg subject-verb agreement, correct and consistent use of tense.

● Punctuate sentences correctly and use punctuation accurately, eg commas, apostrophes,inverted commas in a wide range of documents.

Examples from level 2 standards for adult numeracy

Understanding and using mathematical information

● Use numbers, fractions, decimal and percentages in the context of measures, estimatingamounts and proportions, and make accurate observations.

● Use shape and space to record relevant measurements and make accurate observations.

● Use discrete and continuous data from tables, charts, diagrams and line graphs.

● Select and use appropriate mathematical tests, skills or concepts.

A whole-school approach to literacy and learning at Haybridge High School and Sixth Form

Haybridge High is an 11-18 mixed comprehensive in Worcestershire, which has adopted awhole-school approach to improving the literacy skills of all year groups, building on theprinciples of the Key Stage 3 National Strategy.

Strategy materials supported the work of each department in considering how to structurelessons and in adapting schemes of work to raise the profile of literacy skills. This includedall classrooms displaying key words and all teachers using literacy-based activities at thestart of lessons, insisting on corrections and correct vocabulary in the content of the subject.

Students have improved proficiency and confidence in reading, writing and interpretation,reflected in the 2004 results:

● 94% of students achieved 5+ A*-C grades at GCSE with 72% of them achieving 5+ A*-Cgrades including English and maths; and

● the school achieved an exceptional Key Stage 2 to GCSE value-added measure of1042.1, placing Haybridge in the top 25% of schools nationally.

however, that most students should continueto complete a full GCSE.

5.10. We will work with employers anduniversities, as well as teachers and lecturersand subject specialists to describe clearly whatis to be understood as functional skill andmake sure that this definition is applied in allqualifications, covering all ages. The KS4curriculum, the Key Skills qualifications andthe Skills for Life standards and qualificationsprovide a good starting point. The exampleson the previous page from the level 2standards for adult literacy and numeracy setout the kinds of things we would expectfunctional English and maths to cover.

5.11. Post-16 learners already have anentitlement to study literacy and numeracy.We expect schools and colleges to providecontinuing support to students to help themreach at least level 2 functional English andmaths.

ICT skills

5.12. In addition to functional English andmaths, the modern world and economyrequires all young people to be competent inthe use of ICT. ICT is part of the KS4 NationalCurriculum and has a statutory programme ofstudy, reflected in GCSE ICT being taken byincreasing numbers of students. GCSE ICTshould be reviewed in a similar way to Englishand maths to identify a functional skills unit,building on the ICT Key Skills qualification andthe ICT Skills for Life standards. For those nottaking GCSE ICT, the functional unit should beavailable as a qualification in its own right andthe KS4 programme of study should bereviewed to support this. Students shoulddevelop ICT skills across the curriculum.

Science

5.13. The ‘Ten Year Science and InnovationInvestment Framework’ set out theGovernment’s strategy for sustaining a strongsupply of scientists and engineers. We arecommitted to contributing to that strategy byimproving the quality of science teachers andlecturers in every school, college and

university, improving the results of studentsstudying science at GCSE level and increasingthe number of people choosing to studyscience, engineering and technology subjectsin post-16 and higher education.

5.14. Science will remain compulsory at KS4and it remains our firm expectation that atleast 80% of students should do at least twoscience GCSEs. Indeed, to secure that, we willintroduce a new statutory entitlement for allstudents to study science programmes leadingto at least two GCSEs.

5.15. We have worked with the sciencecommunity to develop a new programme ofstudy for science at KS4 to be taught inschools from September 2006. The revisedprogramme of study has a core which focuseson scientific literacy and provides options forfurther study and for links with other subjectareas. A new suite of GCSEs based on theKS4 programme of study has been developed,as set out in Chapter 7.

5.16. These curriculum changes will besupported in schools through the SecondaryNational Strategy. Specialist Schools alsohave a key role to play in improving students’experience of science. Science, engineering,technology and mathematics and computingSpecialist Schools already place an additionalemphasis on science and we expect them toprovide support to raise the quality of sciencein other schools within their areas.

5.17. These measures are intended to raiseattainment at 16 and increase the number ofstudents going on to study science post-16.We will keep under review their success indoing so and if necessary take further steps toboost participation and attainment in sciencepost-16. In addition, we will seek to addressthe particular problem of poor uptake ofphysics among girls. Working in partnershipwith the Department of Trade and Industry andthe Institute of Physics, we will commissionresearch into why girls do not do physics, whatcan be done in the classroom to change thisand the role that Science Learning Centreswill play.


5.18. Beyond the age of 16, we are takingaction through the Success for All strategy toimprove teaching in key curriculum areas suchas science to ensure the best possiblelearning experience for young people.

Preparation for society

5.19. We want young people to be wellequipped to participate in society and thewider world. The KS4 requirements in RE,PE, sex education, citizenship and thenon-statutory framework for personal, socialand health education (PSHE) provide afoundation of knowledge and skills crucial toliving, learning and working in modern society.Education about sustainable development, forexample, can help young people to understandthe consequences of their actions forthemselves and others, both in their owncommunities and globally.

5.20. We also recognise the importance ofpersonal finance education in enabling youngpeople to develop the financial capability theyneed to make informed judgements and totake effective decisions regarding the use andmanagement of money in adult and workinglife. A range of subjects such as maths, PSHE,citizenship, business studies and careerseducation all offer good opportunities andcontexts for exploring and improving youngpeople’s understanding of financial issues.The new Enterprise Education initiative furtherunderscores the importance of financial

capability as a context for, and keyunderpinning of, enterprise capability, alongwith economic and business understanding.And in line with the emphasis on improvingfunctional skills, the Department has asked theQCA, as part of the wider review of GCSEmaths, to consider including financial capabilitymore explicitly in the maths curriculum. Thenew National Centre for Excellence in theTeaching of Mathematics, which is underdevelopment, will provide an important focusfor supporting effective teaching of maths inschools and colleges, including functionalmaths, and we will ask the Centre to developbetter support for personal financial educationin the maths curriculum. Through these steps,we will support the work being undertaken bythe ‘Schools Project’ which is part of the UK‘Strategy for Financial Capability’ beingco-ordinated by the Financial ServicesAuthority.

5.21. There are clear links between RE, PE,sex education, citizenship and PSHE, andlearners benefit when the links areemphasised in the way in which they aretaught. Teaching the subjects in a co-ordinatedway can also help to free up time within thecurriculum. In ‘Opportunity and Excellence’we said that we would support schools intaking a more joined-up approach to thesesubjects and in 2004 the QCA publishedguidance. We will ask QCA to review theimpact of this guidance and to consider whatfurther guidance or support is necessary.


Bringing science to life at Treviglas Community College and Newquay Zoo

Treviglas Community College is an 11-18 mixed comprehensive in Newquay. Many of itsstudents remain living and working in the area after completing their studies. The collegewanted to engage its students, raise attainment and forge links with the local economy usingGCSEs in vocational subjects, including applied science.

An early business partner was Newquay Zoo. Breeding records of their collection of 20Humboldt penguins were used to help students learn about genetics. Working together,the school and zoo matched relevant parts of the course specification to the penguins andproduced a workbook that students could take with them on their on-site visits.

Visiting the zoo brought the science to life. Students learned about the penguins andexplored the zoo looking for other examples of selective breeding. In 2004, 52% of studentsgot 5 GCSEs at A*-C, 6% more than had been expected to do so based on their previousperformance. 32 of the 33 students who took applied science passed, with 52% getting A*-C.

5.22. Young people also need to develop theirpersonal skills and a set of thinking andlearning skills. Personal skills are those whichgive young people the ability to managethemselves and to develop effective social andworking relationships. Thinking and learningskills mean knowing how to learnindependently and adapt to a range ofcircumstances. Together these skills areessential for raising standards, further learning,employment and dealing with a range of real-world problems. We have worked with QCA todevelop an outline description of these skills,building on the notion of Common KnowledgeSkills and Attributes (CKSA) developed by theWorking Group on 14-19 Reform, and onexisting National Curriculum guidance.

5.23. These skills and attitudes are notconfined to particular subjects, but can bedeveloped throughout the curriculum at allages. They are fundamental to improvingyoung people’s employability as well as theirlearning. Many teachers and lecturers are ableto develop young people’s thinking andlearning skills and personal skills as part of theteaching and learning process. Taking part inwider activities beyond the curriculum can alsofoster these skills. However, Ofsted and QCAhave raised concerns that they are not

consistently developed throughout all schools,colleges and work-based learning providers orat all ages.

5.24. We believe that the development of theseskills is particularly important to delivering thefive outcomes we have said we want for allyoung people as part of ‘Every Child Matters’(see Figure 5.1). We believe that a moresystematic approach to these skills will help,and will ask QCA to work with employers todevelop them further into a single frameworkof skills covering all abilities. We will helpteachers and lecturers to develop effectiveways to teach and assess these skills buildingon the support for pedagogy already availablethrough the National Strategies and Successfor All.

5.25. We made work-related learning astatutory requirement in the curriculum fromSeptember 2004, and are investing an extra£180 million in enterprise education fromSeptember 2005, because we are determinedthat pupils of all abilities and talents willdevelop their employability skills and attitudesand their enterprise capability, and do so withemployer input to their learning and in theenvironment of work. We want close tiesbetween pupils’ experience of work-related


Thinking and learning skills

● Enquiry, includes: asking relevant questions, planning and testing conclusions.

● Creative thinking, includes: suggesting hypotheses, imaginatively challenging ideas.

● Information processing, includes: locating and classifying information.

● Reasoning, includes: explaining opinions, actions and decisions, using deduction.

● Evaluation, includes: assessing evidence, judging against criteria and values.

Personal skills

● Communication and personal presentation for a range of audiences.

● Diligence, reliability and capability to improve, includes: organisation, initiative andwillingness to learn.

● Working with others, includes: negotiating, awareness of others’ needs, leadership.

● Moral and ethical awareness, includes: understanding right and wrong, responsibilitiesto family and community and their own potential.

learning and their careers advice andguidance. During 2005 we will consult allstakeholders on proposals for reform toengage more employers more effectively inyoung people’s learning.

Information, advice and guidance

5.26. The Working Group said that it wascrucial for young people to have high-qualityand impartial information and guidance to getthe most out of their learning, to enablesuccessful progression from one stage toanother and to inform the important choicesthat young people make between differentoptions. We agree. We are setting out a clearroute to improving choice for young people andtheir parents – in terms of both what and whereto study. If young people are to get the mostout of that choice, then we must be sure that:

● every young person understands theoptions open to them and their potentialimplications;

● the direct influences on young people,including parents, teachers and the peergroup, support them to make decisionswhich work well for them in the long term;and

● young people develop the knowledge, skillsand attitudes they need to make goodchoices, determined by their aptitudes andthe needs of employers, rather thanstereotypes about their gender orbackground.


Be Healthy Stay SafeEnjoy and

Achieve

Make a Positive

Contribution

Economic Well-being

Gaining experience

Functional Learning Personal

The five outcomes we want for all young peopleare…

Actions

Circumstances

Conditions

Attitudes

Dispositions

Qualities

• Engaging in activity• Exposed to knowledge and skilled practitioners

Building knowledge

• The curriculum• Wider activities• Personal experiences

Receiving support and guidance

• Parents• Mentors and information services

Developing skills

• Functional• Learning• Personal

• English• Maths• ICT

• Inquiry• Creative thinking• Information processing

• Reasoning• Evaluation

• Communication

• Diligence, reliability and capacity to improve

• Working with others

• Moral and ethical awareness

Realising those outcomes depends on each young person’s situation and personality…

Each young person will need a different balance of support in these key areas…

There is a set of skills that all young people will need to develop…

Figure 5.1: Personal skills as crucial to the five ‘Every Child Matters’ outcomes

5.27. To meet these objectives we will need:

● Better basic information about options.We are setting out in this White Paperplans for a national entitlement. This,together with our plans to rationalisequalifications should make the provision ofbasic information easier. We set out inChapter 11 plans to develop a websitesetting out the choices, linked through ineach area to an online local prospectus,which will set out the detail of how toaccess the offer.

● Better information from employers aboutcareer routes. A key element in our planswill be a leading role for employers indefining what they see as important forprogression to particular careers. This willhelp young people understand better whatthey need to achieve if they are to get thekind of job they want.

● A better-integrated curriculum. In thischapter, we have set out our aims ofmaking sure that schools bring out theconnections between citizenship, work-related learning, careers education andPSHE as they are taught. We also want tobe sure that young people have somedirect experiences of the workplace whichthey can draw on when making choicesabout employment and learning.

● Early intervention. Young people begintacitly to make choices early – notirrevocably, but removing certain optionsfrom the equation by an early stage, so thatthe boundaries within which later choicesare made have been narrowed. Youngpeople starting year 11 with the view thatthey will leave education very rarely changetheir mind over that year. Similarly, wemight expect young people’s decisionsabout learning from 14 to be formed byyear 9. So, information and guidance willbe in place from the start of secondaryschool.

5.28. To deliver these requirements we willneed to support parents so that they also havethe information and understanding to supporttheir children. We should also exploit thepower of the peer group, for example bytraining peer tutors in KS4 to work with youngpeople in KS3 about what is available andwhat the implications of different choices are.We need to improve advice from homeinstitutions and intend to introduce aprofessional development programme forteachers which boosts their ability to adviseand which gives them good information aboutchoices in their area. And we need to secureobjectivity and impartiality in the advice youngpeople receive, through providing othersources of advice.

5.29. We also need to help young peopleassess themselves and improve their decision-making abilities. Models which use coachingand mentoring rather than simple advice-givinghave also shown their potential. And we needto disseminate good practice throughout thesystem – Ofsted has recently said that goodadvice and support of young people is aparticular strength of further educationcolleges, and some schools in 14-19pathfinder areas have developed excellentadvice and guidance.

5.30. In the forthcoming Skills White Paper,we will set out developments which will aim toimprove information for adults and so providea better joined up service from youth toadulthood. We will set out our plans fordelivering these proposals in due course.


6.1. Our aim is an engaging education system,more tailored to the talents and aptitudes ofyoung people. We want more young people tobe motivated by learning; more to be pursuingcourses that interest them; and all of them tobe pursuing qualifications that will stand themin good stead for later life. We already know,from the work that has been taking placebetween many schools and colleges overrecent years, that offering young people morechoice of what and where to learn, and making

available opportunities to learn in a range ofdifferent ways – theoretical and practical –can be motivating for many young people.

6.2. We know that there is great variation in theachievement of young people by class, genderand ethnicity. We believe that our focus on theneeds of the individual pupil will serve allyoung people well. It will be of particular valueto groups of young people who currentlyachieve less well.

44 CHAPTER 6 ROUTES TO SUCCESS FOR ALL

Chapter 6Routes to success for all

Summary

Our intention is to create an education system tailored to the needs of the individual pupil,in which young people are stretched to achieve, are more able to take qualifications assoon as they are ready, rather than at fixed times, and are more able to mix academic,practical and work-based styles of learning.

We will:

● introduce greater choice of what and where to study and make it easier to combineacademic and vocational learning;

● retain GCSEs and A levels as cornerstones of the new system;

● introduce new specialised Diplomas, including vocational material and GCSEs andA levels where appropriate and covering each occupational sector of the economy.The Diplomas will be available at levels 1 (foundation), 2 (GCSE) and 3 (advanced);

● put employers and HE in the lead in designing specialised Diplomas through SectorSkills Councils which provide the right grounding for work and further study, supportedby QCA;

● raise the bar by introducing a general (GCSE) Diploma, which will require achievementof 5 A*-C grade GCSEs, or equivalent, including English and maths; and

● challenge and support schools to ensure that young people take qualifications whenthey are ready, ending 16 as a fixed point in the system, encouraging acceleration andensuring early achievement is recognised in Achievement and Attainment Tables andelsewhere.

It will be easier to mix academicand vocational learning

6.3. The idea that there is, or should be, a cleardividing line between the academic and thevocational does not stand up to scrutiny. In HE,this has been obvious for some time. Many ofthe highest status and most demanding degreecourses are vocational, but with significantacademic content. Law, medicine andengineering are perhaps the most obviousexamples among the traditional degreecourses, but there are many others.

6.4. Nonetheless, there are still, of course,significant differences between the mosttheoretical and the most practical forms ofeducation and training. For young people,practical learning offers them additionalchances to succeed in education and preparethemselves for life. More practical, work-related learning motivates a large group oflearners to achieve and progress. Anengineering course focused on teaching youngpeople how to use high-tech equipment, taughtby a professional engineer in a workplace, islikely to be a very attractive experience formany. It is one that can engage young peoplewho would otherwise switch off; offer thosewho enjoy practical work a chance to pursuetheir interests; and add variety, interest andvalue to a mainly academic programme.

6.5. We therefore need to continue to increasethe range of options we offer young peopleabout what and where to learn. Over the last fewyears, mixing academic and vocational learningat school has become increasingly common.Through the Increased Flexibility Programme, in14-19 pathfinder areas and in other ways,

schools and colleges have increasingly workedtogether to offer young people more choice ofcurriculum and qualifications. The introduction ofnew GCSEs in vocational subjects strengthensfurther the range of options and styles oflearning available.

6.6. However, establishing routes which arereally tailored to young people depends on atransformation of opportunity in vocationaleducation – the most important task facing us in14-19 education. We need to make it a realchoice for all young people to pursue vocationalcourses, not something which is seen as asecond-class route for those who cannotsucceed on academic courses. We want tocreate a very high quality route, which mixesacademic and vocational study as appropriate,leading to qualifications valued by employersand universities and therefore an attractivechoice for young people. This will be the key topreparing more young people to succeed in lifeand to make a productive contribution to society.

All qualifications available to youngpeople will have value as routesinto higher education andemployment

6.7. In order to support the more flexible phasewe envisage, we need a range of qualificationswhich reward different types of learning, offeringall young people stretching options. GCSEs andA levels are internationally respected. They willbe kept as a cornerstone of 14-19 learning.They will continue to be assessed throughrigorous external examinations; and they will bereformed to increase stretch and challenge andto improve progression.


6.8. However, the more tailored 14-19 phasewe envisage does require significant change inother qualifications. We want all young peopleto be pursuing programmes leading toqualifications which enable them to progressfurther in learning and which are in demandfrom employers and universities. It is toodifficult at present for young people to puttogether for themselves a programme withthese features.

6.9. We need a more intelligible range ofqualifications. At present, some 3,500vocational qualifications are available foryoung people to study. Many of them areessentially proprietary – known to most peopleaccording to the name of the body awardingthem. Some have currency in some sectors ofthe economy. None are as widely understoodand recognised as GCSEs and A levels –which are offered by different awarding bodies,but understood according to a recognised


Vocational routes into higher education and skilled employment

Taking the vocational route to a Cambridge education

David Eaves left his comprehensive school at 16 to do a Modern Apprenticeship and NVQs.Just seven years later, he has graduated from Cambridge with a distinction in his Master ofEngineering.

David was an Apprentice at BNFL in Preston, working towards an NVQ level 3 in electricaland electronic engineering, and studying for A level maths, when he participated in theSutton Trust Engineering Summer School at Cambridge. The experience persuaded him toapply to the university.

In October 2000, David started his degree in engineering. BNFL sponsored him during hisstudies and he also got a Whitworth Scholarship (a scheme for engineering undergraduateswith vocational backgrounds).

“I’m living proof that you can get into Cambridge with vocational qualifications, rather than astring of A levels”, he said.

Training for hotel management at Thames Valley University…

Thames Valley University (TVU), working closely with Radisson Edwardian Hotels, pioneeredFoundation Degrees for the hospitality sector, targeted at first-level managers andsupervisory staff. Paul Clubb is one of those who has benefited.

At college, Paul achieved GNVQ and AVCE qualifications. He went on to complete aPathway to Business Certificate at London Metropolitan University.

At 19, Paul decided to make the step into higher education, combining his studies with hiswork as a management trainee at The Ritz, in London. Paul is currently at TVU studying for aFoundation Degree in Hospitality Management. His course offers him the knowledge andexperience vital to succeed in the hospitality industry. He now has career prospects as ahotel manager and is considering converting his degree to an MA in Hospitality Managementat TVU.

… and for personal trainers and gym instructors at Leeds Metropolitan University

Leeds Metropolitan University’s Carnegie Faculty of Sport and Education offers a FoundationDegree in Health-Related Exercise and Fitness tailored to the needs of vocational andwork-based learners. Working with SkillsActive, the Sector Skills Council, Leeds Met offersprogression to Foundation Degrees for Apprentices studying NVQ level 3s. The universitysays that these learners’ qualifications have equal value to more traditional qualifications –NVQs are “just a different way of performing”.

standard. We need the same recognition andunderstanding for vocational qualifications.

6.10. We also need to improve progressionroutes. At present, there are too many dead-ends, where a young person may succeed inachieving a qualification, but have no naturalnext step in learning. We need real pathways,in which achievement at one level prepares ayoung person fully to begin to work at the nextand where putting together a programmewhich secures that result is straightforward.It is critical that these pathways are designedto ensure that young people can reachadvanced level (level 3) eventually, whatevertheir starting point at 14.

We will create a new system ofDiplomas

6.11. In achieving these objectives, we believethat the Working Group on 14-19 Reform’sproposals for specialised Diplomas invocational areas are right. We will rationalisethe existing very wide array of 3,500vocational qualifications available to youngpeople into much more easily recognisableand understandable Diplomas, containing bothspecialised material and GCSEs and A levels.These Diplomas will be available at levels 1(foundation), 2 (GCSE) and 3 (advanced).As proposed by the Working Group, theywill be available in a full range of ‘lines oflearning’, covering all the main occupationalsectors of the economy.

6.12. English and maths will be included inevery Diploma, because we know that they arecrucial to young people’s life chances. In orderto achieve a level 2 Diploma, young peoplemust achieve level 2 (GCSE level) in functionalEnglish and maths.

6.13. Crucially, we intend to put employers inthe driving seat, so that they will have a keyrole in determining what the ‘lines of learning’should be and in deciding in detail what theDiplomas should contain. That is essential,because these qualifications will only have realvalue to young people if they are valued by

employers. We will therefore put the SectorSkills Councils (SSCs) in the lead.

6.14. HE institutions will also have an importantrole, because we need to be absolutelyconfident that a specialised level 3 Diplomacan be a good route to higher education.If high achieving young people can gainaccess to the university of their choice bydoing well in a level 3 Diploma, then onceagain, that will contribute to making theDiplomas a valued choice. We will thereforeask QCA to work with SSCs and HE tosupport the design of the Diplomas.

6.15. Qualifications reform is not a quick fix.Nor will reforming the qualifications alonesolve the problems. It must be accompaniedby a relentless focus on delivery in practice, onstandards of provision, on engaging employersand HE in the task and on ensuring that whatis on offer carries real credibility with everyoneinvolved. It will take 10 years. But when it isdone, aspiration and opportunity in this countrywill have been transformed for ever. We setout our detailed plans for the new system ofspecialised Diplomas in Chapter 7.

6.16. We will also introduce a general (GCSE)Diploma, which would recognise all youngpeople who achieve the equivalent of 5 A*-Cgrade GCSEs including English and maths.We are clear that as we recogniseachievement in an increasingly wide rangeof qualifications, we should encourage youngpeople and schools more strongly to achievewell in English and maths, and set out inChapter 5 our proposals for doing so. Thegeneral (GCSE) Diploma provides recognitionof young people’s achievement when theysucceed in reaching that level.

6.17. We recognise that through this WhitePaper we are raising the bar through theDiploma. We have previously sought toencourage young people to achieve any 5GCSEs or equivalent at grade C or above.In future, we will encourage them to ensurethat this 5 includes English and maths –because we know that this has a significantimpact on their life chances.


6.18. There are those who argue that weshould challenge our A level students furtherby demanding breadth in the curriculum aswell as stretch. We understand and appreciatethese arguments, but there is no clearconsensus amongst pupils, parents, employersor universities on whether or how it should bedone. We also believe that so soon afterCurriculum 2000, stability is important.

6.19. In the short term, we will be piloting newways of stretching students at advanced level.We will also examine the positive experienceof schools which are offering students theopportunity to take the InternationalBaccalaureate as a means of increasing thebreadth of study.

6.20. In the light of these developments, wewill discuss with employers and universitieswhether their needs are being met and thecase for introducing greater challenge andbreadth alongside A levels. We will reviewprogress in 2008.

There will be movement betweenroutes

6.21. While it will be an essential designprinciple of the Diploma system thatachievement at one level is a full preparationto work towards the next level, it is equallyimportant that young people do not narrowdown their choices too early. We will thereforeensure: first, that young people continue with abroad programme of study between 14 and16, including the National Curriculum (takingup around half of their time); second, thatyoung people who are taking GCSEs andA levels can experience some vocationallearning, just as those pursuing specialisedDiplomas will have a mix; and third, that it willbe entirely possible to progress, for example,from a level 2 Diploma to A levels or fromGCSEs to a level 3 Diploma.

All qualifications will offer stretch,young people will take them whenthey are ready and the expectationof leaving learning at 16 will end

6.22. At present, virtually all young people takeGCSEs at the end of year 11, making the ageof 16 a key moment in almost all youngpeople’s educational careers. At the moment,stretch comes mainly from taking largenumbers of GCSEs. On average, youngpeople take 8 GCSEs, but over 25% achieve10 or more passes. Where this increasesbreadth, it can be highly valuable. Sometimes,however, it involves young people takingseveral very similar qualifications. We need tomake sure that young people can stretchthemselves in other ways, such asaccelerating to achieve level 2 qualificationsand starting advanced level study early orthrough enrichment activities.

6.23. In future, as we build the 14-19 phase,16 will no longer be a fixed point in the system.Those who are capable of doing so willaccelerate, moving on to advanced level studyby the time they are 16. Others will take longerto get to level 2, and thereby reach a higherstandard. Some of those will have succeededin qualifications at level 1 along the way.

6.24. Whatever qualifications young people arepursuing, they should be stretched andchallenged to do their best. There will be equalscope for stretch in GCSEs and in specialisedlevel 2 Diplomas. Drawing on the lessons fromKS3, the Secondary National Strategy willsupport schools to accelerate more youngpeople through to GCSE or to level 2vocational qualifications, where they arecapable of succeeding early. We will removeany barriers to acceleration, and ensure thatperformance tables and the inspectionframework recognise acceleratedachievement, as set out in Chapter 12.


6.25. For those who do accelerate, we willmake it easier to begin advanced level study.Some students may take only one or two unitsand would be able to bank these towards theachievement of A levels or a level 3 Diplomapost-16. Others may take whole AS orequivalent qualifications in year 11 and theirachievement will be recognised in performancetables. We will ensure through the SecondaryNational Strategy that 11-16 schools aresupported to do this, including by working withother schools where necessary.

6.26. The tailored system we seek to createwill challenge young people to achievesuccess as soon as they are able. The New Relationship with Schools and theaccountability arrangements associated with itwill ensure that schools have incentives to doso; and the Secondary National Strategy willsupport them in making a success of it.However, we will also recognise theachievement of those young people who dosucceed in qualifications having taken a littlelonger to do so. We are undertaking work tolook at adapting the performance tables toreflect this.


Accelerated French in Coventry

Take up of languages at advanced level in Coventry is low and French teachers are keen toincrease the numbers progressing to that level. They have focused on accelerating gifted andtalented linguists through GCSE to start AS level early.

The programme began in September 2003 with students from four schools attending atwilight class weekly for an hour and a half. This was supplemented during the year withholiday schools and revision seminars at Warwick University.

At the end of year 10, all the students participating achieved grade C or better in GCSEFrench, with most achieving A and B grades. Many of the students progressed to AS levelFrench in year 11, while others chose to take an additional GCSE in Spanish. At least half ofthe students have said that they expect to continue studying one or more languages atadvanced level post-16.

7.1. We have set out in Chapter 6 our plans forintroducing a new system of specialisedDiplomas which will underpin the new, morepersonalised 14-19 phase. In this Chapter weset out more detail of our plans for the designand delivery of the Diplomas.

7.2. We will specify the broad areas which willmake up the Diploma. In order to completeany Diploma, a young person will need todemonstrate at the appropriate level:

● a core of functional skills in Englishand maths;

● specialised learning in the relevant discipline;

● suitable work experience; and

● any relevant GCSEs or A levels(for example, science necessary forunderstanding engineering).

7.3. We will ask QCA to work with employersto devise a set of national standards, tied tointernational benchmarks, which will apply toall Diplomas. They will set out what everyDiploma must contain.

7.4. We expect that, at the outset, Diplomaswill be constructed largely out of existingqualifications and units of qualifications.Within each, there will be options, but we needto have confidence that the combination ofunits taken really does provide the sort ofpreparation that employers and universities arelooking for. Therefore, there will be strict rulesabout which combinations will count. Overtime, we expect new qualifications and unitsto be commissioned as part of the process ofkeeping Diplomas up to date.

50 CHAPTER 7 A NEW SYSTEM OF DIPLOMAS

Chapter 7A new system of Diplomas

Summary

In order to support the creation of the new, tailored 14-19 phase, we will introduce a newsystem of employer-designed Diplomas.

● To achieve a Diploma, young people will need to achieve appropriate standards inEnglish and maths, specialised content relevant to the Diploma line, relevant GCSEsand A levels and work experience.

● We will introduce the Diplomas in 14 lines and make these a national entitlement by2015, with four lines available by 2008 and a further four by 2010.

● We will work with employers to offer more opportunities to young people to learn atwork and outside school.

● We will continue to improve the quality and broaden the reach of employment-basedtraining through Apprenticeships, which will come within the Diploma framework.


Illustration of how the system will work – David

At KS3, David achieved National Curriculum level 6s in English and science and a 7 in maths– putting him firmly in the upper quartile of performers. As someone who is not onlyacademically able but also enjoys taking things apart and putting them back together again,he had a particular interest in engineering.

He considered two routes in KS4:

● A straight GCSE route. On this route, he might take maths, English language andliterature, ICT, double science, history, French and a new GCSE in engineering.As maths is a strength, he might take GCSE early and progress on to AS by 16.

● A mixed route including an engineering level 2 Diploma. At the end of this Chapter, weillustrate using existing qualifications what such a Diploma might look like. David mighttake GCSEs in maths, English language and literature and ICT. As before, he might takemaths early and go on to AS. He might also do a further GCSE outside his Diploma –say, French. Then, to achieve the Diploma, he might take GCSE double award appliedscience, GCSE design technology and a BTEC First Certificate in engineering. He wouldalso have optional modules available to him drawn from other GCSEs, such aselectronics and qualifications which require him to apply his learning, such as City andGuilds progression awards and NVQs.

On either route, David would have a further choice at 16. He might consider:

● Doing A levels.

● Doing a level 3 Diploma. The Diploma might include A level maths, a double awardvocational A level or a BTEC certificate in engineering, and other options, which mightinclude AS level physics and design and technology and applied ICT qualifications.

On either route, he might undertake an extended project. It could take a range of forms –designing and building a machine might fit better with the Diploma combination; somethingmore theoretical with the A level option. There would also be other stretching options on bothroutes – for example pulling down an HE module from an engineering degree.

On both of these routes, he would be well prepared for university – not only in engineering,but in a range of other HE options as well.

This example demonstrates both a vocational programme with significant academic contentand a stretching programme for a high achiever. It also shows that it is possible to pursuesome vocational learning on the ‘academic’ route; and substantial academic learning on the‘vocational’ route.

7.5. Choices within the Diplomas would includeoptions for specialisation. As young peopleprogress through the system and becomeclearer about what they want to do, they mayspecialise in a particular occupation. Therange of specialised options within a Diplomamight be quite broad and this would clearlyneed to be recognised in the title of theDiploma.

7.6. The qualifications that will be available toyoung people in future will be GCSEs, A levelsand Apprenticeships and those that fall withinone of the lines of the Diploma. We willprogressively move to a position where wefund only those qualifications consistent withthe programmes and Diplomas described inthis document.

Designing the Diploma

7.7. Subject to consultation, we set out inTable 7.1 our initial views on what we think thelines should be. In each line, we will ask oneor more of the SSCs to take the lead indeciding with QCA what should be containedwithin the specialised lines and what thedetailed requirements should be.

7.8. We would expect that as SSCs designthese Diplomas, they will often include at leastsome GCSEs and A levels among therequirements. The new GCSEs in vocationalsubjects would be prominent among these,as would vocational A levels. In engineering,for example, a young person preparing foruniversity entry might well take A level mathsand some physical science in pursuing a level3 Diploma. Often, communication skills inother languages will be important.

7.9. However, the details of what will beincluded will be something to be determinedby the SSCs, working with QCA and the otherkey bodies. They will determine what youngpeople will need in order to get a goodpreparation for employment, further study andspecialisation. In virtually all lines, we willexpect that there will be real stretch in theadvanced level Diploma for those preparingfor admission to a top university.


Preparation for the motor vehicle industry in Nottingham

The motor industry offers many opportunities to young people in the Nottingham area, yet60% of those starting training post-16 were dropping out. The City of Nottingham 14-19pathfinder built a partnership between EMTEC (a training organisation), Toyota UK, theInstitute of Motor Industry (IMI), LSC Nottinghamshire and Djanogly City Academy to designa scheme to address the problem by getting students interested in the industry earlier.

The scheme complements the students’ GCSE studies and leads to a national pre-Apprenticeship qualification. Successful young people can subsequently ’fast track’ on to afull Apprenticeship programme at 16 with EMTEC, or take up the opportunity to go on to anApprenticeship programme with a local dealership.

At the end of their second year, all the students involved in the initial pilot gained their IMIlevel 1 qualification in light vehicle maintenance and repair. Twelve students also achieved alevel 2 qualification.

For Laura Knight, the course has been valuable in helping her make up her mind about herfuture career. “I have always wanted to join the army and service tanks, either straight afterA levels or after university,” says Laura. “This course has made me even more determined todo this. It has been great to have the chance to start learning these technical skills two yearsearlier than normal.”

Progression

7.10. It will be a principle of the design of theseDiplomas that achievement at one level is afull preparation to begin to work towards thenext level. In addition, we want the design ofDiplomas to encourage young people to moveon from one level to the next. The mostobvious route for achieving this is the oneproposed by the Working Group on 14-19

Reform – that the Diplomas should interlock,so that some of what is achieved at one levelcounts towards what is needed at the next.

7.11. In addition, we expect achievement of theDiploma to provide a sound foundation forcontinuing in the education and trainingsystem through other routes. Particularly atKey Stage 4, the educational experience ofyoung people will remain a broad preparation


Table 7.1: Specialised learning lines

Specialised learning line Relevant Sector Skills Councils

1 Health and social care Skills for HealthSkills for Care and Development

2 Public services Central Government Skills for Justice

3 Land based and environmental Lantra

4 Engineering SEMTAGo SkillsEnergy & Utility SkillsCogent

5 Manufacturing Skillfast-UKProSkillsSEMTAImprove

6 Construction and the built environment Construction SkillsSummit SkillsAsset SkillsEnergy & Utility Skills

7 Information and communication technology e-skills UK

8 Retail SkillsmartSkills for LogisticsAutomotive SkillsGo Skills

9 Hospitality and catering People 1st

10 Hair and beauty People 1stSkillsActive

11 Sport and leisure SkillsActive

12 Travel and tourism People 1st

13 Creative and media Creative and Cultural SkillsSkillset

14 Business administration and finance Financial Services Sector Council

for life as well as work. All 14-16 year-olds willstill pursue the full National Curriculum, even ifthey are also working towards the Diploma,and so will be preparing themselves for a rangeof options post-16. For example, young peopleachieving the level 2 Diploma during the courseof KS4, along with other GCSEs, should bewell prepared to move onto a work-based routethrough Apprenticeship or on to an A levelroute as well as to progress on to a level 3Diploma and then into HE.

7.12. In addition, we will ensure that youngpeople who achieve part of their Diploma cancarry on to complete it as adults, taking withthem the units and qualifications they haveachieved in the 14-19 phase. The design ofthe Diplomas will therefore fit very closely withthe adult qualifications framework. Dependingon the outcome of the consultation on theFramework for Achievement for adultqualifications, it may be used as the basis forconstructing Diplomas. Of course, only aproportion of the qualifications and units thatwill be included in the Framework will be

available to young people. But we will ensurethat vocational units and qualifications takenby young people will also be available to themas adults.

7.13. We want to work with the HE sector toensure that diplomas provide a route into HE.We will involve the sector in the design of thediplomas, to ensure that they provide a properpreparation for study at university level.Universities and other HE providers will needto ensure that their admissions procedures canfairly assess young people who follow theDiploma route.

The role of employers in deliveringthe Diploma

7.14. Much of the extended vocationalprovision will be provided by schools directly,for example by Specialist Schools as part oftheir specialism, making their specialistprovision and facilities available to otherschools as appropriate. We are clear that thecontent of the specialised lines needs to offer


Illustration of how the new system will work – Tina

Tina achieved National Curriculum level 5 in English, maths and science at 14. Her schoolconsidered her to be an able student who was not fully displaying her abilities. She had aparticular interest in creative and new technologies. She considered taking a range ofGCSEs, including art and design, drama and ICT. However, she decided that the level 2Diploma would be the better route for her: so alongside the core of the National Curriculum,she took applied GCSE art and design with a vocational qualification in IT, through which shelearned how to use and apply new information and communication technologies to a varietyof real workplace challenges – partly through time in college but also on a work placement ina local graphic design business. Because she became so enthused by the possibilities ofpursuing her studies in this area further, she re-doubled her efforts in the core of the NationalCurriculum and scored more highly there than the school expected.

Consequently, at 16, she was well prepared for a further choice of which route to pursue.Options might include an Apprenticeship, building on her experiences in the workplace atKS4; a level 3 Diploma in the same field (which might encompass A level art and design anda vocational qualification in media plus AS business studies and specialist units in new mediaskills); a level 3 Diploma in a different field; or A levels.

This example shows how someone achieving in the mid-range of performance in academicsubjects but with a desire to pursue more strongly a specific interest or with a preference formore practical learning might receive a boost to their motivation and engagement through amore tailored experience. Tina would currently find it very difficult to pursue her particularinterest pre-16. Consequently, not only would she be less well prepared to pursue that interestpost-16, but also she would not receive the boost to her engagement in other subjects.

a range of different learning styles. Forexample, on a catering course:

● you might learn how to cook in a professionalsetting, not just about how catering is done;

● the course is delivered by people who havereal workplace experience and expertise aswell as teaching skills – chefs, not cookeryteachers; and

● it is delivered in a proper professionalenvironment – in the sort of kitchen thatwould be found in a restaurant.

7.15. Of course, this can be delivered in aneducational establishment as well as in aworkplace. And, in fact, because some collegeshave restaurants, farms, hairdressers and so on,the college environment can itself be a workenvironment. However, for many young people,real contact with real employers is an importantmotivation. And for employers – especially thosefacing skills shortages – it provides a means totrain and attract the next generation of skilledemployees.

7.16. We therefore want to challengeemployers to become more involved inproviding opportunities to learn in a worksetting. We know from the early success of theYoung Apprenticeship programme that manyemployers are able to make a seriouscontribution to supporting young people to

learn. We want to ensure that every youngperson pursuing a vocational route has somegood quality engagement with employers. Andwe want to ensure that girls and boys are notconstrained in their choices by outmodedideas of what are male or female occupations.

7.17. Quite how much employer engagementthere is will of course depend on employers –both on the local employment market and onemployers’ willingness to get involved. Inreality, there will be a continuum – with theYoung Apprenticeship model, of 50 dayslearning alongside skilled workers with anemployer, being at the higher end. YoungApprenticeships will be one important way inwhich 14-16 year-olds will pursue the newDiplomas.

7.18. How much time young people will spendwith an employer will depend on a range offactors:

● the nature of the qualifications beingundertaken. Some qualifications requirereal, practical, work-based training, whileothers (for example, ICT qualificationswhich focus on programming) do not;


Young Apprenticeship – STEPs into Health and Social Care

The STEPs Young Apprenticeship programme in Northumberland prepares young people forcareers within the health and social care sector. Currently, 30 young people are engaged onthe programme from two schools, Ashington Community High School and CramlingtonCommunity High School. The employer partners are Northumbria Healthcare NHS Trust andNorthumberland Care Trust.

Each Young Apprentice’s programme is based on an individual learning plan. All are studyingfor the dual award GCSE in Health and Social Care, brought to life through work placementsand speakers from the NHS and social care sector. The work placements, offered on a weeklybasis during term time, provide Young Apprentices with opportunities to work in a wide varietyof settings within the primary and acute health services and the social care sector. EachYoung Apprentice is guided in their work placement activities by a workplace supervisor.

One Young Apprentice, Michelle Wandless, said, “cardiology was very interesting. I found outlots of new things, such as how the ward was run and in what order things had to be done.I’m looking forward to my next placement.”

● the likely motivational and achievementgains from spending time with an employer.For example, a young person who could getto the equivalent of 5 GCSEs at A*-C gradeby the age of 16 by spending time with anemployer, but who might otherwise be likelyto miss out, would be a real priority; and

● what the young person is likely to do next.A 14-16 year-old planning to go on to anApprenticeship or other work-based trainingwould be very likely to benefit from anextended period with an employer.Someone planning to continue on anA level route might benefit more from timewith an employer later on.

7.19. However, all young people on avocational route will have a significantlydifferent learning experience from a purelyclassroom-based one. And all young peoplewill be undertaking work-related learning.

Apprenticeships provide theemployment-based route

7.20. The Apprenticeship programme providesemployment-based training for 16-24 year-olds. In 2004/5, about quarter of a millionyoung people were pursuing anApprenticeship and some 130,000 employerswere involved. Apprentices are employeeswho are learning on the job. They willgenerally be looking to achieve an NVQ in therelevant occupational area (at level 3 if theyare pursuing an Advanced Apprenticeship andat level 2 otherwise), a technical certificate andKey Skills qualifications.

7.21. Our target this year is for 28% of 16-21year-olds to start an Apprenticeship – some175,000 young people. The CasselsCommittee, which reviewed Apprenticeships,proposed as a target that 35% should start anApprenticeship by 2010 – taking us to theaverage for North West Europe.

7.22. Getting a place on an Apprenticeship iscompetitive. Employers naturally want toemploy the right people for their business.Completing an Apprenticeship is demanding.

Young people need to be able to juggle therigours of the workplace with achieving theirqualifications. And those who have completedtheir Apprenticeships are highly prized byemployers.

7.23. Issues remain. We will be expanding thenumber of Apprenticeships. At the same time,we are aiming to make sure that everyApprenticeship is as good as the majorityalready are – driving up quality. And we areseeking to ensure that completion rates arepushed up. Even in those cases where ayoung person is promoted early or moved toanother employer, we want to encourage themto complete their Apprenticeship, because webelieve that doing so has long-term benefitsfor them. We will challenge traditionalstereotypes and through high-quality adviceand guidance encourage young people toconsider all types of Apprenticeship regardlessof their gender, ethnicity, background or anydisabilities. Breaking down gender stereotypescould help to address skills shortages in, forexample, construction or plumbing.

7.24. Apprenticeships are a well understoodand widely recognised brand. We do not wantto make significant further changes beyondthose already outlined. However, we do wantto make sure that there is proper integrationbetween our proposals for the Diploma andthe existing Apprenticeship framework.Already, the Apprenticeship has the featuresthat we have said should characterise theDiploma – a core of functional skills, significantvocational content, relevant academic content– and its design is employer-led. The majordifference, of course, is that the young personfollowing an Apprenticeship is in employment.This means that, while the course of learninga young person is following may be verydifferent, the qualification which results is not.We therefore wish to integrate Apprenticeshipswithin the Diploma framework, in much theway the Working Group on 14-19 Reformrecommended, so that Apprentices canachieve the Diploma.


Delivering the Diploma

7.25. It will be a national entitlement that everyyoung person will have access to each of thelines of the Diploma. This will take time. Thefull entitlement will be in place nationally by2015. The first four lines will be available by2008, covering ICT; engineering; health andsocial care; and creative and media. There willbe a further four lines by 2010, includingconstruction. We will be working with therelevant SSCs named in Table 7.1 and withrelevant professional bodies, HE institutionsand awarding bodies to develop, pilot and thenmake widely available these new qualifications.

7.26. This does not, of course, mean that weexpect every school and college to offer all ofthese lines. That would be unrealistic andundeliverable. However, we do expect thateach young person will have access to each ofthe lines within a reasonable distance ofhome. In every area, providers will ensure thatbetween them they are making a full offer toyoung people.

7.27. We also expect that in each area, eachline will offer good quality teaching, trainingand learning. Already, the ‘Success for All’programme has developed new teaching andlearning and support strategies for vocationaleducation. We will build on these in order toensure that all young people receive goodquality education and training.


Illustration of how the new system will work – Katharine

Katharine achieved National Curriculum level 4s in English, maths and science at 14.Recognising her need for additional support in the basics, her school offered her a focusedpackage of curriculum support in functional English and maths, intended to achieve the resultthat in the functional skills she would achieve level 2 by 16. At the same time, she beganwork towards a level 1 Diploma in travel and tourism, building on her interests in travel. Withthe chance to study in a more practical way and a day each week in a travel agency, whichshowed her how what she was learning was useful in practice, she felt for the first time thatshe was succeeding in learning. She successfully completed the vocational elements of herlevel 1 Diploma at the end of year 10. With that achieved, she was keen to carry on to worktowards level 2 from year 11 onwards. At the end of year 11, she was able to succeed inachieving level 2 functional English and maths. She is now working towards completing herlevel 2 Diploma in travel and tourism at the college where she had been studying part-time.

Katharine’s attainment at 14 is in the lowest 7% nationally of those taking KS3 tests. Almostno-one gets 5 A*-C GCSEs at 16 from that starting point (6%) – those that do predominantlyhave English as an additional language – so that lack of language competence at 14disguises ability in other subjects. However, the vast majority of the group do go on to studyfor GCSEs, where they score poorly. Having done so, their onward progression route is veryunclear (retakes having very low success rates). Very many are then outside learning post-16. Under the new system, Katharine does not reach level 2 by 16, but she does achievesuccess in a qualification which can take her on to success at level 2 a little later.


Specialised Diplomas – Illustrations

Note: It will be SSCs who will lead the design of the specialised Diplomas. The following tablesillustrate, using existing qualifications, how the Diplomas might be constructed. These examplesrelate to existing qualifications which, over time, may change according to employer and HErequirements.

Diploma in Engineering

Diploma in Creative and Media

The award of a Diploma will require the achievement of a minimum volume of qualifications – forexample at intermediate, the qualifications achieved must be equivalent to a minimum 5 A*-C atGCSE and include functional English and maths. The relevant SSCs and HE institutions maydetermine content which is greater than the national minimum.

Level Age Core Main vocational learning

Inte

rme

dia

te

14-17

GCSEMaths

GCSEEnglish

ICTKeySkills

GCSEScience

Applied GCSE Art andDesign

OCR Level 2 NationalCertificate in IT or BTEC FirstDiploma for IT Practitioners

GCSE SpanishGCSE FilmStudies

BTEC FirstCertificate in Media

Ad

van

ced

16-19

A Level Art and DesignBTEC National Certificate in Media or OCR NationalDiploma in Media

AS Businessstudies

ABC6 Awardin OnlineMediaProductionSkills

City andGuildsDiploma inMediaTechniques

Optional specialised units taken from within…

Level Age Core Main vocational learning Optional specialised units taken from within…

City and Guilds2 Progression Award in ApplyingEngineering Principles

GCSE Electronics

Inte

rmed

iate

14-17

GCSEMaths

GCSEEnglish

GCSEAppliedICT

GCSE Double Award or BTEC1 FirstCertificate Engineering

GCSEDesignTechnology

GCSEScience

EMTA3 NVQ4 Performing EngineeringOperations

Adv

ance

d 16-19

A Level MathsA Level Double Award or BTEC National CertificateEngineering

AS PhysicsAS DesignTechnology

BTECNationalAward orOCR5

Certificate forITPractitioners

1 BTEC is a qualification brand.2 City and Guilds is an awarding body.3 EMTA Awards Limited is the industry awarding body for engineering and technology.4 National Vocational Qualification.5 Oxford, Cambridge and RSA Examinations is an awarding body.6 Awarding Body Consortium (ABC) is an awarding body.


60 CHAPTER 8 STRENGTHENING GCSEs AND A LEVELS

Chapter 8Strengthening GCSEs and A levels

Summary

We will keep both GCSEs and A levels, but improve both. At GCSE we will:

● restructure English and maths GCSEs to make sure it is impossible to get a grade Cor above without functional English and maths, as described in Chapter 5;

● review coursework to reduce the assessment burden;

● continue work to reform maths as proposed by Professor Adrian Smith, improvingmotivation and progression to advanced level. This is likely to include a new doublemaths GCSE; and

● continue to promote science – including implementing the new science GCSEs –restating our firm expectation that young people should do two science GCSEs.

At A level we will:

● increase stretch for the most able by introducing harder, Advanced Extension Award(AEA)-style questions into separate sections at the end of A level papers;

● introduce the ‘extended project’ to stretch all young people and test a wider range ofhigher-level skills;

● enable young people to take HE modules while in the sixth form;

● ensure that universities have more information on which to make judgements aboutcandidates by ensuring that they have access to the grades achieved by young peoplein individual modules. We will also support those universities who wish to have marksas well as grades; and

● we will reduce the assessment burden at A level by reducing the expectation ofnumbers of assessments in an A level from 6 to 4 – but without any change in theoverall content of A levels.

We will ensure that there are natural progression routes both through the levels of theDiploma and between GCSEs and A levels and the different levels of the Diploma.By doing so, we will secure for all young people routes that avoid early narrowing down,but provide them with real choice of what to learn and in what setting.

We will strengthen GCSEs

8.1. The GCSE is an internationally known andrespected qualification. We believe that havinga single qualification available to the wholecohort has significant strengths, as compared,for example, to the previous CSE/O levelsystem, where young people were assigned toa particular level at 14. We will preserve andstrengthen it in the new system.

GCSE English and maths

8.2. It is vital that all young people are able touse English and maths in practice. We said inChapter 5 that GCSEs in English and mathsshould be revised to ensure that studentscannot get a grade C or better without passing(by reaching a high threshold) a functionalskills unit. Those who pass the functionalelement without succeeding in the GCSE willhave their achievement in the functional unitseparately recognised.

8.3. Changes to GCSE maths will happenwithin the context of work already underway inresponse to Professor Adrian Smith’s report,‘Making Mathematics Count’. The package ofchanges to GCSE maths arising from this workis intended to raise achievement in maths andlead to more students taking maths atadvanced level and beyond. It includes:

● development of a two-tier GCSE which willmean that no-one walks into the examroom knowing that a grade C is impossible;and no-one gets a B or above withoutbeing assessed on the most testing partsof the syllabus;

● a review of the content and size of GCSEmaths, including the role of ICT in thecurriculum, teaching and learning, andassessment, and the content and teachingof statistics and data-handling; and

● development of a curriculum andassessment model for maths provisionsetting out clear pathways from NationalQualifications Framework (NQF) entry levelto level 3.

8.4. There are no similar issues affecting theredesign of GCSE English. We do nottherefore expect extensive change beyondwhat is necessary to secure functional English.In particular, GCSE English will continue torequire the reading of a range of texts,including Shakespeare.

Science

8.5. We set out in Chapter 5 the improvementswe have made with the science community inthe KS4 syllabus. New GCSEs have beensuccessfully piloted and will be fully availablefor 2006. It is our firm expectation that studentsshould continue to do two science GCSEs.Science will continue to be compulsory at KS4and all young people will have an entitlement tofollow a course that leads to the equivalent oftwo science GCSEs. We will monitor theimpact of the new KS4 programme of studycarefully to ensure that the number of studentsdoing at least two science GCSEs does not fallbelow the current 80% and that the number ofyoung people taking science post-16 increasesin line with the aspirations set out in theGovernment’s ‘10 Year Investment Frameworkfor Science and Innovation’.


Progression

8.6. Some students find modular qualificationsmotivating. Taking small units with assessmentat the end gives students short-term targetsand feedback on their learning. They can buildthis towards a full qualification. This can helpstudents to accelerate, or allow them to buildup more slowly to achieve a higher standard.

8.7. We do not propose to unitise all GCSEs,but will continue with developments already inhand. The new GCSEs in applied subjectslaunched in 2002 each comprise 3 units; andQCA is currently working with awarding bodiesto develop GCSEs which contain a commoncore, but then a choice of general orvocational options within them. In pilotingthese new GCSEs, QCA should evaluate theireffectiveness in helping learners to progress tolevel 2 achievement. GCSEs of this sort arebeing piloted for science and history. Webelieve that the extended range of GCSEsavailable will improve motivation and soachievement. The choice on offer, both ofGCSEs and units within them, will offer greaterflexibility and personalisation, enabling youngpeople to pursue their interests within astructure that challenges them.

Enrichment

8.8. Alongside opportunities for greater stretchand challenge, we believe that all youngpeople benefit from learning opportunitiesoutside the formal curriculum. All young peoplewill have the opportunity to participate in arange of sport and other activities. Some ofthese may take place within curriculum time,but many will not. We will set out details in duecourse.

Reducing assessment

8.9. Giving young people the opportunity tostretch themselves through acceleration toadvanced level may reduce the number ofexaminations that they take overall. Inaddition, we think that there is scope to lessenthe coursework burden, particularly by

reducing it where the same knowledge andskills can be tested reliably in other ways.

8.10. The original concept of coursework wasthat it should be the assessment of work whichwould need to be done anyway as part of thecourse. In many subjects coursework remainsan important way of testing skills that are noteasily assessed in an exam, such as scienceexperiments or performance in music. Toooften, though, as the Working Group on 14-19Reform point out, young people must completeseveral similar pieces of coursework indifferent subjects, as ‘add-ons’ which testsimilar skills to the same deadlines.

8.11. We will therefore ask QCA to undertake areview to address three principal concerns.First, we want to ensure that the approach tocoursework in similar subjects is consistentand that it tests skills and attributes thatcannot be tested by a terminal examination.Second, the review should address concernsabout fairness. Finally, we want to address thecumulative burden of coursework. We areconcerned that the overall burden on studentsis too high even if coursework requirementssubject by subject are sensible whenconsidered in isolation.

8.12. The review should ensure thatcoursework adheres to the principles ofassessment set out in Chapter 9. In particularit must accurately assess what it is trying toassess, lead to the same marks beingawarded for the same performance, and befair. This means that:

● coursework should be used where it is themost valid way of assessing subject-specific skills;

● coursework should not stand alone, butshould be embedded within the course aspart of teaching knowledge and skills withinthe syllabus;

● coursework is not favoured where itsprimary purpose is to assess knowledgeand skills which can equally well beassessed in other ways;


● coursework must be robust – including bycomprising examples of work produced inlesson time, for example. ‘Classwork’ in thissense should be as important a concept ascoursework;

● coursework requirements should beconsistent, ensuring that similar subjectshave similar coursework requirements; and

● the overall burden of externally set andmoderated coursework across aprogramme should be reduced.

We will strengthen A levels

8.13. A levels allow students to pursuesubjects in depth and to develop independentlearning skills. They offer a clear route to HEor to employment and are a significantqualification in their own right, recognising awide range of advanced achievement. TheCurriculum 2000 reforms made A level broaderand more flexible by introducing the AdvancedSubsidiary GCE (AS) and establishing A levelsin vocational subjects. Many candidates nowdo 4 AS levels (excluding general studies) inyear 12, and 3 A2s in year 13 (excludinggeneral studies). Nonetheless fewer than 40%of the age cohort take even one A level andonly just over one third pass two or more.

Greater stretch and challenge at advancedlevel

8.14. In 2004, around 3.5% of the age cohortachieved 3 or more A grades at A level. Webelieve that there is more that we can do tostretch and challenge our brightest students.We also want to help universities todifferentiate between the highest performingcandidates.

8.15. First, we want more stretch withinA levels. Because we make it a priority topreserve A level as a qualification, withconsistent standards over time, we will take aslightly different route to that proposed by theWorking Group. We will seek the introductionof a new section in A level papers coveringAEA material. We will ask QCA to consider thebest means of doing this across all A levels,

so that increased stretch and challenge areavailable to all students in all types ofinstitution, and scholarship can flourish.

8.16. Second, we will follow the Working Groupproposal to develop an extended project atadvanced level. This will be a single piece ofwork, requiring a high degree of planning,preparation, research and autonomousworking. The projects that students completewill differ by subject, but all will requirepersistence over time and research skills toexplore a subject independently in real depth.We expect that students would normallycomplete an extended project instead of afourth or fifth AS level.

8.17. We will ask QCA to pilot the extendedproject, and assess manageability forinstitutions. We will ask them to develop,in consultation with employers and HE,an overarching framework and detailedspecifications for different types of project.In doing so, they should draw on experienceof existing qualifications, such as theInternational Baccalaureate extended essay.

8.18. We want to ensure that there is as muchscope for stretch for students pursuing a level3 Diploma. We will ensure that the extendedproject is available on specialised routes.Existing vocational qualifications, such asBTEC Nationals, include an extended projectas a matter of course and an extended projectcould be made a requirement on someDiploma lines. Equally, we ask SSCs to ensurethat there are options on specialised Diplomaswhich, like the inclusion of AEA questions,offer greater stretch within individualcomponents of the Diploma. In some casesthis will happen automatically, through theinclusion of a requirement for A level study toachieve the Diploma.

8.19. Subject to Parliamentary approval,changes being introduced in the currentEducation Bill will make it lawful for schoolsto offer HE modules. Further education canalready do so. We will work with universitiesto find the best way of helping schools andcolleges to make use of this opportunity.


Once again, this is as applicable to vocationalas to academic study.

Greater differentiation

8.20. When piloted and introduced nationally,these measures will help universities todifferentiate between candidates. We arecurrently considering the implications andoptions for implementing a system of post-qualification application (PQA). We will beconsulting on our proposals. We believe PQAwill simplify and increase the fairness of theadmissions procedure for young people andhigher education institutions alike. PQA will bea major change to admissions procedures andis unlikely to be fully in place before 2010.

8.21. Differentiation is an issue now for somehigher education institutions, who find theirmost popular courses oversubscribed bystudents predicted straight As at A level.A rapid solution to this problem ahead ofimplementation of the new stretching optionsis simply to make available to universitiesmore information about students’ performance.

8.22. We welcome the UCAS consultation onintroducing information about candidates’ unitgrades into the system. We believe unitgrades will help universities to choosebetween candidates on the basis of robust andobjective information. We encourage UCAS

and the Joint Council for Qualifications to worktogether to provide the AS unit grades in timefor the 2006 admissions round. Once PQA isin place, we expect all AS and A2 unit gradesto be routinely available to all HE institutions.We do not want these arrangements toincrease the number of re-sits taken and willask QCA to review the rules to ensure that thisdoes not happen. While students’ UMS scoresare not as directly comparable as unit grades,we are happy to support any universities whichask to see this information as well.

8.23. Research is also to be carried out on theusefulness of a single aptitude test, asrecommended in the report of the Admissionsto HE Steering Group (the Schwartz report).

Less assessment

8.24. We are committed to ensuring thatassessment does not place undue strain onstudents, institutions or the system. Earlyconcerns about the impact on assessment ofCurriculum 2000 have largely subsided as thereforms have become better established, butwe believe that we can do more to reduce thepressure on students, institutions and thesystem.

8.25. Both Sir Mike Tomlinson’s ‘Inquiry intoA level Standards’ and the final report of theWorking Group proposed a reduction in the


Stretching students and preparing for HE in Cumbria

Young people in Cumbria are benefiting from the opportunity to sample a real universitycourse while still at school. They choose Open University short courses from a range ofoptions, including astronomy, life in the oceans and robotics.

In the first wave, 55 of 72 students successfully completed their courses and were awardedcertificates in October 2004. The remaining 17 students may finish later this year. Thecertificates are worth 10 CAT points towards a related degree. More importantly, they helpconvince HE admissions tutors of a student’s ability to be successful at university level study,demonstrating their commitment and independent learning skills.

The scheme has now been opened up more widely and 128 students have enrolled. Eachstudent receives a distance learning pack containing all course materials and has access toan Open University subject tutor by telephone and internet conference. Schools provide atrained support teacher to monitor student progress, provide advice and meet any pastoralneeds.

number of assessment units at A level withoutchange to their content. We agree. Currently,most A levels have 6 units, each separatelyassessed and sometimes by more than oneexam paper. In future, most A levels will havefour larger units, covering the same amount ofcontent, but only 4 assessments. This willreduce by a third the assessment burden.It will also reduce costs and address examtimetabling difficulties. This structure will notbe appropriate in every subject and we expectit to be introduced gradually, as exams arere-accredited.

Other changes

8.26. In addition, we will ask QCA to addresssome specific issues that have arisen in a fewsubjects, where either the content isunbalanced between AS and A2 or it needsrevision to reflect subject developments, or toprovide better progression, for instance inhistory. In addition, some A level syllabusesare very similar to one another. For example,ICT and computing are separate A levels butdo not have separate subject criteria. There isa need to create a clear distinction betweenthe two and to take account of recentdevelopments in ICT.

8.27. We have considered what scope there isto reduce coursework at A level. We arepersuaded by advice from QCA that mostA level coursework is subject-specific andcould not be replaced by a single extendedproject. We will nonetheless ask QCA toconsider carefully the burden of coursework inindividual subjects and the cumulative effectacross A level programmes when awardingbodies submit new specifications or seekre-accreditation.


9.1. Many of the proposals already set out inthis White Paper are fundamentally aboutproviding better opportunities for those who –whatever their current level of attainment – donot have the opportunities they need to makethe most of themselves or to pursue theirtalents. However, there are some youngpeople who face much greater barriers tolearning and who are not being engaged at allin the education and training system. We needto continue to strengthen provision for thosewho are not offered a good curriculum andqualifications route through the 14-19 phase,those who are in the so-called ‘NEET’ (Not inEducation, Employment or Training) groupbetween 16 and 19 and other young people

who disengage from learning during theirsecondary years.

Identifying those in need of more engagingopportunities

9.2. There are therefore several very differentgroups in need of additional support in orderto make the most of the new 14-19 phase.We want to ensure that those with specialeducational needs have the support thatthey need in order to progress and achieve.We want to be sure that those at risk ofdisengagement are brought back into thesystem. And we want to be sure that youngpeople with significant barriers to learning aresupported to overcome them.

66 CHAPTER 9 ENGAGING ALL YOUNG PEOPLE

Chapter 9Engaging all young people

Summary

Many young people need additional support in order to progress during the 14-19 phase,for a wide range of reasons. For many, the new curriculum choices, including differentstyles and places of learning will provide them with opportunities to develop their talentsand mean that they are more likely to succeed. Foundation and entry level qualificationswill help more young people onto a pathway to further opportunities and qualifications.

For young people who face serious personal problems, the measures being taken as partof the ‘Every Child Matters’ agenda will be crucial in breaking down the barriers toachievement. In addition, we will develop a pilot programme for 14-16 year olds, based onthe post-16 Entry to Employment programme as part of a coherent framework of provisionbelow level 2. This will:

● provide a tailored programme for each young person and intensive personal guidanceand support;

● involve significant work-based learning, probably amounting to two days each week;

● lead towards a level 1 Diploma; and

● lead on to a range of further options, including Apprenticeship.

9.3. The economic and social costs of youngpeople being in the NEET group are high andthey are the young people who we most needto re-engage in education and training. At theend of 2003, around 9% of 16-18 year oldswere estimated to be NEET. Only around 1%of the cohort is ‘long term’ NEET – in otherwords NEET at 16, 17 and 18 – with a further4% in the group at two out of three of theseages.

9.4. The group is highly diverse. For example,it does not solely comprise low attainers:around 27% have high GCSE attainment.Some, we do not need to be concerned about:for example, some 15% of 18 year-old NEETsare young people on gap years. However,there is a set of risk factors that may lead toyoung people becoming NEET. For example,young people are more likely to be in theNEET group if they:

● have low attainment at GCSE;

● are from lower socio-economic groups;

● were persistent truants in year 11; or

● are teenage mothers.

9.5. Part of the solution will be to offer theseyoung people qualifications and a curriculumthat they want to pursue post-16. However,that is far from the whole story. We need tobegin to address the reasons for theirdisengagement earlier in the 14-19 phase andindeed before that; and we need to addressthe biggest barriers to learning specifically.

Providing for all young people

9.6. We believe there are three broad groupswhose particular needs should be recognisedand addressed:

● students who drop out at least partlybecause the curriculum, qualifications orlearning styles available do not motivatethem;

● students whose low achievement may bedue to personal problems which havenothing to do with the curriculum orqualifications on offer; and

● students with learning difficulties.

Enhancing qualifications and thecurriculum

9.7. The first priority for re-engaging those whoare not motivated by the school experience isto intervene as soon as problems emerge.That is why we have invested heavily in earlyeducation and in primary schools. It is alsowhy we have invested in improving the qualityof teaching and learning for 11-14 year-olds.

9.8. Through continuing this work and throughthe review of Key Stage 3 we are putting inplace, we aim to ensure not only that moreyoung people achieve more by the age of 14,but also that more are engaged and motivatedby education at the start of the 14-19 phase.In addition, our attendance and behaviourstrategies have an important role to play. Weknow that those who do not attend school donot achieve and are disproportionately likely to


end up in the Criminal Justice System. We willcontinue our drive to improve attendance andbehaviour in schools.

9.9. Second, our proposals to secure thebasics are crucial for this group. Those who donot achieve the expected level in English andmaths at 11 (National Curriculum level 4) donot have sufficiently good functional skills toaccess the secondary school curriculum.Similarly, those who do not achieve theexpected level in the basics at 14 struggle toreally benefit from education 14-16 withoutsignificant additional support. This is a majorcause of disengagement, and young peopleachieving lower levels at 14 have less chanceof getting 5 A*-C grade GCSEs or equivalent.

9.10. Third, this White Paper introduces newopportunities for young people to enjoy newstyles of learning and to learn in a differentsetting. There will be more opportunities forpractical, applied learning. There will be moreopportunities to learn in a different, often moreadult, environment – including the potential fora significant experience of the workplace.Equally, there will be a continued focus onimproving teaching and learning – through theSecondary National Strategy and through theimprovements in post-16 teaching supported

by the DfES Standards Unit as part of Successfor All.

9.11. Fourth, this White Paper ensures thatyoung people are able to pursue qualificationspitched at the right level for them, whatever thatmight be. QCA and the LSC already plan todevelop a range of units for those working belowlevel 2. These would cover functional skills,vocational and general learning and personaland social development. We intend that everyyoung person should be supported andchallenged to achieve the most of which theyare capable. The new proposals for stretch inthis White Paper achieve that for some youngpeople; the new proposals for better progressionat foundation level achieve it for others.

9.12. The new level 1 Diploma will provide awholly new opportunity for young people totake qualifications at which they can succeedand which then prepare them to progress tothe next level. As a consequence, we expectmore young people to attain higher levels, bytaking a little longer to get there wherenecessary. At the same time, the separateidentification of the core of functional mathsand English and the introduction of level 1functional skills qualifications into KS4 willensure that more young people are working atan appropriate level in the basics.


Motivating and achieving through the performing arts in Coventry

The Belgrade Acting Out project is a joint venture between Coventry local authority and theBelgrade Theatre, designed to motivate young people with attendance, behaviour andlearning difficulties.

Young people from mainstream and special schools work together towards a BTEC Firstqualification. They spend up to a day each week off the school site and are introduced todrama, theatre production, dance and music. They create, produce, and perform their ownpieces of original theatre, developed from issues affecting their lives, their interests, thoughts,ideas and feelings.

The impact on students has impressed parents and inspectors alike. HMI Clive Kemptoncommented, “pupils have moved a tremendous distance in confidence, self-esteem, andreformed behaviour. Some pupils spoke of how they felt different back in school”. A parentreported how “the project has helped our daughter tremendously with her self-confidence, herrelationships, and consideration of others”.

The results are also impressive. In 2004, 22 of the 24 who started completed the course.17 achieved a BTEC First in Performing Arts. Five pupils who attended special schools werenot entered for the full qualification, but achieved parts of some units.

9.13. In addition, we will make much greateruse of extra-curricular activities, throughextended schools and in other ways. And wewill ensure that we support schools and othersto integrate the wider activities undertaken byyoung people back into the curriculum – sothat young people’s education receives the fullbenefit of the motivational effects.

9.14. We believe that our education systemwill be offering a significantly different set ofopportunities to young people, which will havea real impact on tackling the progressivedisengagement of some young people duringsecondary education.

Personal problems which stand in the wayof educational success

9.15. For some young people, serious personalproblems stand in the way of their educationalsuccess. In ‘Every Child Matters’, we set outour ambitious and comprehensive agenda forpromoting the welfare of children and youngpeople. We explained how the many problemsthat can affect young people can combine toreduce the life chances of some. Youngpeople may experience a range of problems:

● some 10,000 over 16s are classed as‘looked after’, as are more than 25,00010-15 year olds;

● 17,000 16-19 year-olds are subject tosupervision orders, of whom 5,000 areNEET;

● 2,500 are in custodial institutions;

● teenage pregnancy. Three-quarters of18 year-old mothers are NEET; and

● research suggests that a significantproportion of the ‘long-term’ NEET havebecome disaffected with society andmarginalised. This is frequently associatedwith dysfunctional family relationships,emotional or behavioural difficulties,homelessness, drug or alcohol abuse orcriminal activity.

9.16. We have put in place a range ofmeasures to tackle barriers to learning. First,the new Education Maintenance Allowances,now available across the country, aredesigned to ensure that young people canafford to continue in education. They providea strong incentive to carry on for those youngpeople who will benefit from remaining ineducation, but who might otherwise betempted to leave. Evaluation of earlier pilotshas shown that they increased participation inpilot areas by 5.9% and reduced the numberof 16 year-olds joining the NEET group by2.7%. The response to the consultation on‘Supporting Young People to Achieve’ whichwill be published with the Budget for 2005 willset out our longer-term plans to ensure that all16-19 year-olds have the financial support theyneed to participate in education and training.

9.17. Second, we will make sure that youngpeople at risk receive effective targetedsupport to help them to overcome barriers tolearning. The Connexions service has hadsome success in beginning to reduce the sizeof the NEET group. We will set out our plansfor building on this to ensure that all youngpeople have the personal support they need,in due course.

9.18. Third, within the very broad Every ChildMatters programme, targeted initiatives, fromthe teenage pregnancy strategy through therange of behaviour support interventions toprogrammes to reduce the abuse of drugs andalcohol will disproportionately benefit thisgroup of 14-19 year-olds.

9.19. Fourth, the Entry to Employmentprogramme is an individualised work-basedlearning programme for those aged 16-18 whohave barriers to engaging or re-engaging withlearning or employment. The programme aimsto support young people to progress to furtherlearning or to employment. It offers access toentry and level 1 provision, including:functional and/or Key Skills; vocational areas;and personal and social development.It includes regular contact with ConnexionsPersonal Advisers.


9.20. This set of measures means that we nowhave much stronger support in place for theseyoung people.

Students with learning difficulties

9.21. A very different group of young peoplewho should receive support through the 14-19phase are those with learning difficulties. Theyare twice as likely as others to be NEET andaround 12.5% of the NEET group havelearning difficulties and disabilities. Onceagain, we believe that we have in place arange of measures which will make asignificant difference to these young people.

9.22. First, there is an improved set ofqualifications. Entry level qualifications haveprovided a significant step forward inmotivating and encouraging young people withspecial educational needs. QCA is now takingforward the recommendations of their report‘An evaluation of entry level qualifications’(May 2004). They are doing so within thecontext of developing a coherent frameworkof provision below level 2 as part of the newFramework for Achievement. This will allowtailoring to individual needs through bite-sizedqualification units. Pre-16, we expectpersonalised programmes to build on the SENframework. In particular, we expect that thosewith ‘spiky profiles’, who may have very greatstrengths, are stretched with appropriateprovision. The entitlement to continued studyof functional English and maths post-16 forthose who have not achieved level 2 will alsocontribute.

9.23. Second, there will be improved transitionplanning to build on the proposals in the SENstrategy ‘Removing barriers to achievement’,the Strategy Unit’s ‘Improving life chances ofdisabled people’, the transition standard underthe National Service Framework for DisabledChildren and the transition work of theLearning Disability Partnership Boards.

9.24. Third, there will be wider opportunities todevelop life skills and to achieve. We areworking with the LSC, QCA and awardingbodies such as ASDAN. The LSC is

conducting a strategic review of planning andfunding post-16 provision for learners withlearning difficulties in order to improve quality,availability and cost-effectiveness. The reviewalso aims to increase capacity within FEcolleges and encourage greater collaborationamong providers from different sectors.

9.25. Fourth, the Employment sub-group of theLearning Disability Task Force (ValuingPeople) will shortly be sending a report toMinisters and the Task Force withrecommendations for creating greateremployment opportunities for young peoplewith learning difficulties and disabilities.We will clearly consider this sensitively andsympathetically.

A new means of re-engaging thedisaffected

9.26. Some of the measures described aboveare relatively recently introduced policychanges. Some are ongoing strategies. Othersare new measures to be introduced as part ofthe implementation of this White Paper. Webelieve that taken together, they will have avery significant impact over time.

9.27. However, we believe that there is oneimportant additional measure that we need totake, beyond those already outlined above.The Entry to Employment route provides amotivating and engaging alternative route forthose 16-19 year-olds whose attainment ineducation is relatively low and who are atserious risk of disaffection. But there is nocomparable programme designed for 14-16year olds.

9.28. We need a strong work-focused routedesigned specifically to motivate those 14-16year-old young people who are at the mostrisk and who we know would be motivated bya different learning environment. These youngpeople may include those with poor records ofattendance and behaviour, who are most inneed of an improved offer of this sort, but areleast likely to be attractive to employers.


9.29. We will therefore develop and pilot astrongly work-focused programme aimed atthose with serious barriers to re-engagement.It will build on the lessons of Entry toEmployment in order to secure better outcomesfor this group of young people. In particular, weexpect that there will be a very significant work-focused component, probably amounting to asmuch as two days each week. And there will bevery intensive advice and support for theparticipants. That will include direct support inthe workplace and a commitment to ensure thatyoung people will be supported in developingthe general skills, attitudes and behaviours soimportant to employment and progression inlearning. A number of voluntary sectororganisations have developed good experienceof working with young people in this way andwe will work with them.

9.30. The programme will be tailored to theneeds of the young person. At the start of theprogramme, young people will set goals withtheir adviser, both for short-term progressduring their time on the programme, but alsolonger term, to help them to focus on theiraspirations in learning and for their career.During their time on the programme, we wouldexpect young people to continue to follow therequirements of the Key Stage 4 curriculum,with a strong emphasis on key skills. Theymight work towards functional skillsqualifications.

9.31. They would probably begin to worktowards achieving a level 1 Diploma. Someyoung people might not be ready to do so andwould agree a different personalisedprogramme. Others might be higher abilitystudents who might be capable of working ata higher level relatively soon, if their personaldifficulties can be resolved. All young peopleon the programme would be likely to follow apersonal development programme, givingthem the skills they need for employment andfor life. A range of progression routes,including Apprenticeship, would be possible,depending on the aptitudes and preferencesof the young person.

9.32. We intend to pilot this model from 2006.We would expect to be able to make itavailable to up to 10,000 young people from2007/8. Its effectiveness will be evaluatedthoroughly against a range of measuresincluding the later participation of youngpeople in education and training and theirsuccess in achieving more highly. We willalso examine the wider social benefits of theprogramme.

9.33. If it proves successful, we expect thisto have an important role in re-engaging ineducation and training some of our mostdisaffected and least well-served youngpeople. We expect the benefits of this tothose young people and to wider society tobe considerable.


Illustration of how the new system will work – Mary

Towards the end of KS3, Mary became progressively disillusioned with school. Difficulties athome and a long period of illness meant that she fell behind for a time and began to causethe school some problems. At the end of KS3, her achievement was not what the schoolwould have expected when she joined them. At a review day at the end of KS3, she satdown with her form tutor and parents and discussed what to do next.

Over the course of KS4, Mary took part in the new scheme. Through a local voluntary sectororganisation she received coaching and mentoring, which helped her to think through whatshe wanted to do, to understand what she needed to do to get there and to build her self-confidence to do it. Her close involvement with the local college and with local employerswhile pursuing vocational study in health and social care has also been significant in helpingher to firm up her ideas. Although it has taken her a bit longer to get there, Mary is now backon track – working towards GCSEs and a level 2 Diploma in health and social care andbeginning to show again her potential.

10.1. Assessment is an important feature of ayoung person’s educational experience. It bothsupports their learning and records what theyknow and can do. All assessment should bevalid, reliable, fair and transparent. Validbecause it is an accurate reflection of thecurriculum and type of learning. Reliablebecause the same results are awarded foridentical performance. Fair because itdifferentiates on the basis of what studentsknow and can do, irrespective of other factorssuch as background or ethnicity. Andtransparent because all can understand theresults and processes that generate them.It must also serve the needs of all who use thesystem by:

● giving students accurate and precisefeedback on their achievements to enablethem to make informed choices aboutfuture progression;

● giving teachers data about students’performance, so that they can help thestudent to progress;

● giving HE and employers accurateinformation about what young people knowand can do, as a basis for selection anddevelopment; and

● providing a rigorous basis for theaccountability system so that parents canbe sure that information about schools andcolleges gives an accurate picture of theirperformance.

10.2. We believe that current assessmentarrangements are valid, reliable, fair andtransparent and meet the needs of those whouse them. The Independent Committee onExamination Standards concluded that,“no examination system at the school level isbetter managed”. We do not, therefore, acceptthe Working Group on 14-19 Reform’sproposals for radical changes to theassessment system. In particular, we do notaccept the proposal for replacing existingexternal assessment with internal teacherassessment.

72 CHAPTER 10 RIGOROUS ASSESSMENT IN WHICH ALL CAN HAVE CONFIDENCE

Chapter 10Rigorous assessment in which all can haveconfidence

Summary

We believe that the current balance between internal and external assessment isessentially the right one to secure public confidence in the examinations system.We therefore do not propose major change here.

However, we will strengthen the support for assessment at KS3 through professionaldevelopment and by making available nationally a bank of optional tests; we will ask QCAto undertake a review of coursework at GCSE with a view to a reduction overall; we willreduce the expected number of assessments made in A levels from 6 to 4; and we willseek to maximise the potential of e-assessment.

10.3. We do, however, agree with the WorkingGroup on 14-19 Reform that more robustteacher assessment can enhance theprofessional judgement of teachers andcontribute to better teaching and learning foryoung people. Formative assessment is anessential part of effective teaching at everylevel. We also agree that the assessmentburden on students, teaching staff and thesystem should be reduced. This Chapter,therefore, summarises our plans for improvingteacher assessment at KS3 and for reducingthe assessment burden.

More robust assessment at KS3

10.4. Externally set and marked NationalCurriculum tests will continue in the coresubjects of English, maths and science. From2008, subject to successful piloting, we willalso introduce an external online examinationin ICT. The remaining foundation subjects ofhistory, geography, citizenship, design andtechnology, modern foreign languages, PE,music and art and design will continue to beassessed by teachers, but we will do more toimprove the effectiveness of assessment.

10.5. A focus on teacher assessment supportsthe professionalism of teachers – developingtheir skills to employ teaching strategies,curriculum and assessment to personaliseeducation to each learner’s needs and aptitudes.We will provide training and guidance forteaching staff to develop their assessment skillsand provide them with materials to help themto accurately assess student performance.This will include a bank of nationally-developedstandardised tests and activities, which teacherscan use to support their professional judgement.

Labour-market recognisedqualifications 14-19

10.6. Assessment methods within qualificationsdiffer, depending on the nature of thequalification. Most qualifications combineinternal and external assessment, but indifferent proportions. We do not propose toalter significantly the balance between internaland external assessment in any qualification.

10.7. Where qualifications require thedemonstration of practical skills, orcompetence in a work-related setting, theywill continue to be assessed using a blend ofinternal and external assessment appropriateto the subject content. There are alreadyrigorous arrangements in place to ensure thatinternal assessment in vocational qualificationsis valid, reliable and fair. It is conducted byapproved assessors, working in quality-assured centres of learning, and issupplemented by external validation,verification and moderation by representativesof the awarding body. The awarding bodymonitors the performance of each subjectarea in each centre of learning to ensureconsistency of standards and practice.Assessment of the new Diplomas will be tointernationally recognised standards.

10.8. In an increasingly globalised labourmarket, it is vital that qualifications and skillsare internationally recognised and understood.As the UK takes the presidency of the EU laterthis year, we will pursue the development of aEuropean Qualifications Framework and aEuropean Credit Transfer system forvocational training to build on the existingNARIC and NRP systems. This framework will


make clear for individuals, employers andproviders how qualifications in England relateto those in other EU countries. We will alsocontinue to support and promote theEuropass, launched in January this year,which provides a standardised portfolio ofdocuments for learners to use to record theirqualifications and competences, includingrelevant work experience, in a way which canbe easily understood throughout Europe.

Cutting the assessment burden at16 and 18

10.9. We do want to cut the overall burden ofassessment. The changes set out in Chapter 8to A level and GCSE will contribute to areduction in assessment by reducing thenumber of units across AS and A2 by one-thirdand the amount of coursework at GCSE level.

10.10. In vocational and occupationalqualifications, QCA are already seeking ways toreduce the burden of assessment. In particular,they are exploring a range of different forms ofmoderation of practical assessments, includingthe use of e-portfolios, which should minimisepressure on students, teachers and trainers.We expect that this will further contribute toreducing the assessment burden.

10.11. We acknowledge that a rigorousexamination and assessment system has

costs attached. But it is important that a robustsystem is in place to recognise theachievements of learners.

E-assessment

10.12. In the medium-term, we expecte-assessment to make a significantcontribution to cutting the assessment burdenand to improving the quality and usage ofassessment. Technology can allow learners totake assessments when they are ready and toreceive quick and accurate feedback. The KS3ICT test programme, for example, will offeron-screen practice tests, which are computermarked. Pupils will be able to use them tofamiliarise themselves with the testenvironment before taking the formal test.Teachers will be able to use them to assesspupils at any time, as part of assessment forlearning. Several awarding bodies also offeron-line tests for a range of subjects, which canbe taken by learners at a time that suits them.These developments will relax the constraintsof an annual assessment cycle, benefiting boththose who are able to progress more quicklyand those who need more time to achieve.

10.13. E-assessment can also support ourdrive to improve functional English and maths.E-assessment is already used for Skills for Lifeand Key Skills tests. At present the questionsare predominantly multiple choice, but we are

74 CHAPTER 10 RIGOROUS ASSESSMENT IN WHICH ALL CAN HAVE CONFIDENCE

E-assessment at Unity College

The Unity College school in Northamptonshire participated in a small project to operate a livecomputer-based examination process. Students took tests in communication, application ofnumber and ICT at levels 1 and 2 with an average 80% pass rate. Pupils were allowed totake e-assessment practice tests in preparation for the real thing.

The comments of pupils were positive:

“I prefer doing it like this than on paper because we are comfortable using computers.”

“I got my results straight away rather than waiting…”

“I would be quite happy doing it this way all the time.”

ASDAN, the awarding body, reported that “candidates appeared comfortable with taking thetests on the computers, being able to leave when they had finished and with getting resultswithin minutes of taking the test”, and that there were no problems in compliance with thetest rules.

working with QCA to expand the tests toexamine a broader range of skills. We will askQCA to draw on this experience in developingtests in functional skills as part of GCSEEnglish and maths. This should includeensuring that they are available on-line andon-demand, both to support learning and toallow assessment as soon as the youngperson is ready.

10.14. Technology also offers the prospect ofmore innovative assessment that is engagingfor learners and draws out their bestperformance. In vocational qualifications, weshould exploit the potential of ICT to developnew mixed methods of assessment. Digitalvideo clips, for example, could be used toshow evidence of competence in a workplaceand can easily be transmitted for moderation,thus helping to drive up standards and publictrust in vocational assessment.

10.15. We will ask QCA to keep e-assessmentunder continuous review; to exploit its potentialwherever possible to improve the quality ofassessment and the way it is experienced bystudents; and to minimise the assessmentburden.


11.1. We have set out an ambitious vision forthe 14-19 phase. Ultimately it will be deliveredby schools, colleges and other providers, andin particular by the teachers, lecturers, trainersand other staff who work with 14-19 year-oldsevery day. Our vision represents a significantchange summarised in the ‘nationalentitlements’ set out overleaf. That change canonly happen with the right support from theeducation infrastructure. The systems forfunding and organising schools and collegesand for recruiting and training people to work

in them must all contribute to delivering ouroffer to young people.

We need to evolve from where we are

11.2. The systems that support schools andcolleges are effective and well understood bythem. We do not see it as desirable ornecessary to make wholesale change to theorganisation and infrastructure of schools orcolleges in England. However, the systems are

76 CHAPTER 11 A SYSTEM CONFIGURED AROUND YOUNG PEOPLE

Chapter 11A system configured around young people

Summary

If the changes set out here are to be delivered in practice, we will need to increase thecapacity of the education system to offer vocational education. We will do so by buildingon existing strengths – for example, extending the role of Centres of Vocational Excellence(CoVEs) and other providers in making leading-edge vocational provision available foryoung people. We will also develop the new Skills Academies as national centres ofexcellence in skills; and we will strengthen schools’ capacity to offer vocational education,through specialism and the new opportunities to take on a second specialism and tobecome a leading school.

We will also support the workforce to deliver. Demographic changes over the next decadewill mean that there are many fewer 14-19 year-olds, which means that delivery of thesechanges will not require very large numbers of new staff. However, we will ensure that theright staff are in place, including those who have the necessary experience of theworkplace to deliver vocational education, and that they have the professionaldevelopment, qualifications and support that they need to be effective.

Delivery of the full range of curriculum choices to all young people will mean that schools,colleges and other providers in every area will need to work together. A prospectus ofoptions will be made available to all young people, setting out what will be on offer to themin their area. We will ask local authorities and local LSCs to work jointly to draw that up.Where there are any gaps, it will be the responsibility of local authorities and the LSC tocommission provision to fill them. Each school and college will be expected to make thefull range of choices available to young people on its roll and inspection will ensure thatthis is the case.


National entitlements

Our education system already provides:

● a broad and balanced compulsory curriculum until age 16. Key Stage 4 requires studentsto study English, maths, science, citizenship, RE and sex education; and to learn aboutcareers and experience work-related and enterprise learning.

● a further entitlement for all 14-16 year-olds to study a modern foreign language, designand technology, a subject from the humanities and one from the arts.

● an entitlement to continue learning until age 18; and

● an entitlement to study functional English, maths and ICT to level 2 until age 19.

We will build on those with new entitlements:

And we will expect all schools and colleges to emulate the best by:

● making functional English and maths their priority, so that all young people who can,achieve level 2 functional skills before they leave learning; and

● tailoring the curriculum to motivate all young people, stretching the brightest andsupporting those who are falling behind to catch up.

Our new entitlements When they will start

There will be an entitlement to financial support for young people This yearin learning aged 16-19 who live in low income families

We will create an entitlement to study a science course at Key 2006 or as soon asStage 4 that will lead to the equivalent of two GCSE qualifications legislation can be

passed

We will ensure schools and colleges make all 14 specialised First 8 Diplomas byDiplomas available to all young people in every locality 2010, all 14 in 2015

We will create an entitlement for all 14-16 year-olds to experience 20102 hours of high-quality sport or PE

We will ensure that objective and individualised advice and We will set out ourguidance is available at key points in the 14-19 phase plans in due course

We will introduce an extended project at level 3 and examine Pilots will begin in 2006how to develop a national entitlement to it

not perfect and some changes are needed toenable delivery of our offer to young people.It is our intention to work with the grain ofexisting organisational structures to achievethat change; and to build systems that aredriven bottom-up by partnerships ofindependent, autonomous schools, collegesand training providers.

11.3. The 14-19 system is supported by twomain funding streams, with funding for 14-16year-olds in schools through local authoritiesand funding for 16-19 year-olds through theLSC. An effective system depends on stablefunding. After the difficulties for some schools’funding in 2003, we have taken steps toguarantee funding stability for schools andhave now published a consultation documenton proposals to simplify the school fundingsystem from 2006. We will provide schoolswith 3-year budgets and make it easier forthem to plan in the longer term. The LSC hasalso made funding provision for young peopleits highest priority and is reviewing how todirect more of its resources to front lineprovision.

11.4. There is also record capital investmentin schools through ‘Building Schools for theFuture’ and in colleges through the LSC’scapital investment programme. The potentialof this investment for 14-19 reform is not onlyimproved facilities, supporting high qualityvocational education, but the chance for realtransformation area by area.

Existing barriers must be overcometo enable the system to work inyoung people’s best interests

11.5. Our vision for the 14-19 phase sets out arange of opportunities that should be availableto young people in every area of the country.Schools, colleges and training providers willneed to collaborate, because no singleinstitution will be able to provide them all onits own. We need to remove barriers anddisincentives to collaboration in the educationsystem:

● In the past, there has been no expectationthat schools and colleges might buy fromother providers in order to increase qualityor breadth. If we are to take advantage ofexisting specialist staff and facilities, thatwill need to change.

● The systems exist for institutions topurchase places on courses from otherproviders, but there is a visible marginalcost. A school sending a few learners tostudy at college will have to pay for theircourse places, but will not see a reductionin its requirements for staff and facilities.

● There are ‘start-up’ costs to collaborativeworking. Institutions working together tomeet the needs of young people in an areawill need to analyse what provision isneeded, agree which institutions will deliverit and organise it so that all young people inthe area can access it.

● There are substantial logistical challengesto collaboration to enable young people tolearn at more than one institution at thesame time. For example, schools andcolleges will need to co-ordinate theirtimetables and arrange transportbetween them.

11.6. In overcoming these challenges, we willbuild on the substantial successful experiencefrom the 300 local partnerships involved in theIncreased Flexibility Programme (IFP). Thesepartnerships of schools, colleges and trainingproviders have been developed to deliver awider range of vocational qualifications for 14-16 year olds. They provide the opportunity tostudy off-site at a college or with a trainingprovider for one or two days a weekthroughout Key Stage 4. Partnerships havetypically received £100,000 a year to supportcollaboration and over 90,000 young peoplehave benefited from a broader range ofopportunities.


We will build the capacity in thesystem to deliver the new entitlement

11.7. We need to be sure that there is thecapacity in every part of the country to delivera range of quality vocational programmes to14-19 year-olds. In many places only limitedvocational options are available from age 14.We need to increase the amount of vocationalprovision that is available.

We will ensure that there is sufficientprovision on offer

11.8. We want schools, colleges and trainingproviders in each area to decide together howthey will deliver the full range of 14-19 options.Each institution should be able to play to itsstrengths, including specialist vocational oracademic options of interest to relatively smallnumbers of learners in the area. Someinstitutions, such as leading schools orCentres of Vocational Excellence (CoVEs)will have a particularly important role to play.Local authorities and local LSCs will beresponsible for ensuring that sufficientprovision is available to meet the needs ofyoung people and employers.

11.9. Young people will continue to be basedin a school until age 16, but may spend up to2 days a week in other settings. Each learner’s‘home’ institution will be responsible for

securing the provision they need, and forpastoral support. For 14-16 year-olds, weexpect schools to be responsible forpurchasing provision from others, but also tobe enhancing their own vocational provision.The specialist schools programme will help todevelop schools’ capacity to offer vocationaleducation. We will expect every specialistschool to offer applied learning in the area ofits specialism. They should set out what theywill offer on applying for specialist status, andat redesignation. Over the next 5 years virtuallyall schools will achieve specialist status.

11.10. Last year we announced that the verybest Specialist Schools would be able tobecome leading schools, taking on a new role indriving change through the school system. Oneof the roles will be to boost vocational provisionin an area. To reflect its importance, this optionwill attract an additional £30,000 of funding ontop of the £60 per pupil payable for secondspecialism. The leading school might developnew provision itself for its own pupils and forothers, or it might work through others to do so.The leading school and its partners should sharetheir developing expertise with others locally.

11.11. Which institution provides what will bedecided locally on the basis of quality. Weexpect schools to play an increasing role inproviding vocational education. Nonetheless,the role of CoVEs and colleges will be of


The Increased Flexibility Programme in Basingstoke

Tutors from Basingstoke College of Technology (BCOT) are providing vocational courses inlocal schools as part of the Increased Flexibility Programme. Currently over 700 students inyears 10 and 11 are following vocational courses; and teachers in the schools are alsodeveloping the expertise to deliver the courses themselves.

The college tutors are able to share good practice on delivery methods, styles of teaching and arange of resources; they are supporting teachers to develop their understanding of the standard ofwork required for each grade band. College staff also bring a range of recent industry experience.

Daniel Bosley who is 16 is now studying full-time at BCOT for a BTEC First Diploma inSound Engineering. Previously he took a Certificate in Sound Engineering alongside a rangeof GCSEs at Costello Technology College. “Because BCOT worked with my school I wasable to get an understanding of the wide range of career opportunities in engineering and ofwhat would be involved in an engineering course. I felt far more confident in starting thiscourse here at BCOT. Quite a few students here have enrolled after being able to studythese vocational courses while still at school.”

particular importance. Colleges contain thelargest number of teaching staff with skills andexperience in vocational education and the up-to-date technical facilities that are needed fordelivery in many vocational courses. We shouldtherefore look to colleges which meet thestandard to provide vocational leadership forthe whole system, including curriculumdevelopment and sharing the expertise ofadvanced skills practitioners as well as facilities.

11.12. Colleges will therefore providevocational opportunities to increasing numbersof 14-16 year-olds. Colleges will also be themajor providers of level 3 vocational pathwaysfor 16-19 year-olds. They will need to plan thisin collaboration with other providers. SirAndrew Foster’s review of FE colleges will besignificant here. In addition, we set out in our5-year strategy our plans to allow moreschools to engage in post-16 provision.That will also be important in increasing thecapacity of the system to deliver our vision,and we will consult shortly on the details.

11.13. Many schools in each area are workingincreasingly with local colleges to sharefacilities and expertise, as part of the specialistschools programme or in other ways. We willcontinue to support these developments togrow towards a network of high quality facilitieswith leading and Specialist Schools in eacharea linked with colleges and CoVEs providingcentres of expertise at national, regional andlocal level. The network will also be supportedby new national Skills Academies. Our longer-term aim is to have at least one Skills Academyfor each vocational area, closely linked to therelevant SSC and directly to employers. Furtherdetail on these Skills Academies will be set outin the forthcoming Skills White Paper.

11.14. Successful partnership working takes timeand effort to establish. Its success depends on:

● a group of confident, independentinstitutions choosing to work togethertowards a shared aim;

● a clear articulation of that aim, which mustbe focused on the needs of young peoplein the area;

● each institution being clear about what itsstrengths can contribute to the partnershipand how it can draw on the strengths ofothers;

● commitment to mutual accountability for thedelivery of outcomes; and

● a joint agreement identifying responsibilitiesand funding at partnership and institutionlevel.

11.15. We will shortly be publishing aprospectus and web-based advice on effectivepractice through Education ImprovementPartnerships. These will enable schools andother institutions to collaborate to raisestandards and work together to take on widerresponsibilities for service delivery for childrenand young people on behalf of the localauthority. We expect that EducationImprovement Partnerships will provide avehicle for the delivery of 14-19 collaborationwhere no effective partnership currently exists;and that existing partnerships will evolve totake on wider responsibilities.

We will raise the quality of provision

11.16. Only a few institutions currently providegood vocational options to learners throughoutthe 14-19 phase. Schools with only limitedexperience of offering vocational options andcolleges that mainly cater to over-16s will needsupport:

● We will set up new sector-based SkillsAcademies to act as national centres ofexcellence in each sector and to drivequality through the system. SkillsAcademies will focus on the needs of thepost-16 sector and will be supported by aregional and sectoral network of CoVEs.

● We will ask the Specialist Schools Trust toprovide support for leading and SpecialistSchools in vocational education. They willwork with other expert bodies and draw onthe experience of schools that alreadymake high quality vocational provisionincluding through involvement with the


Increased Flexibility Programme or 14-19pathfinders.

● The New Relationship with Schools willprovide a powerful lever to help schools totackle areas of underperformance. Collegesare held to account against 3-yeardevelopment plans agreed with the LSCand must meet national minimumstandards. We will intervene decisivelywhere schools and colleges are unable toaddress persistent problems.

11.17. We will set up a national qualityimprovement body for the post-16 sector fromApril 2006, to be known as the QualityImprovement Agency for Lifelong Learning(QuILL). First announced in November 2004,this agency will secure better outcomes forlearners, employers, communities and theeconomy by providing a national focus onquality improvement in the sector. The agencywill make specific contributions to 14-19provision:

● Building on the programme managed byour Standards Unit, the agency willcommission support materials and servicesto help providers drive up quality andrespond to employer and learner needs.

● It will oversee a network of advisers whowill produce tailored packages of support toaddress the needs of providers. It willsupport School Improvement Partners toadvise on improvement in schools withsixth forms or making vocational provision.

● It will co-ordinate and support effectivetransfer of good practice and innovation invocational provision, working with SkillsAcademies, CoVEs and others.

We will support the workforce todeliver

11.18. We need the right people with the rightskills to teach young people in schools,colleges and training providers. Teachers,

tutors, teaching assistants, secondees fromindustry and a range of other people arecrucial to delivering the 14-19 phase. The skillmix in that workforce will need to change asmore learners take vocational options.

Overall numbers

11.19. By far the most important driver of anychange in the total number of staff needed inschools and colleges as a result of ourproposals will be the number of 16-19 year-olds participating in post-compulsoryeducation. At present 75% of 17 year-oldsparticipate in learning. Over the next 10 yearsas we implement our reforms, we want this toincrease to over 90%. However, the number of16-19 year-olds in England will fall sharplyover that period, so even such a dramatic risein participation will cause only a very smallchange in the actual number of 16-19 year-olds in learning.

11.20. Staffing numbers in the educationsystem are at record levels and have risensignificantly due to investment since 1997.

Secondary school teachers (FTE)3 211,000

Secondary school 81,0004 – support staff: including● teaching assistants 25,000● technicians 18,000● administration staff 27,000● other education support 10,000

staff eg learning mentors and welfare assistants

College teachers (FTE) 75,000

College support staff (FTE) 75,000

Staff in work-based learning 60,000providers

Connexions Personal Advisers 8,0005

Sources: LSC Staff Statistics, 2002/03, www.lsc.gov.uk; DfES Statistical FirstRelease Statistics of Education: School Workforce in England (2004); Nexus –Connexions Partnership Management Information; LLUK calculations.

11.21. We do not expect these reforms torequire more teaching staff in schools. Most of


3 Full-time equivalents.4 We are seeking to expand considerably on this number as part of the workforce remodelling agenda. 5 Overall number. Many Connexions Personal Advisers are based in secondary schools.

the increase in post-16 participation will be invocational courses, largely provided by FEcolleges and training providers. Increasingnumbers of 14-16 year-olds studying vocationalcourses will spend part of their time in collegesrather than school.

11.22. The demand for extra vocational coursesin FE colleges will largely be offset by the fall inthe number of 14-19 year-olds in England.However, there will need to be additional staffto deliver the types of courses we want to offerthese learners. We will bring more specialistprofessionals with relevant expertise frombusiness into colleges and training providers.The new ‘passport to teaching’ module beingdeveloped as part of the Success for Allreforms will be available to equip them with theskills and knowledge required to teach.

11.23. The total increases in staff numbers inschools and colleges needed to implement ourreforms will be of the order of:

● 1,250-1,450 support staff in schools andcolleges to help manage collaborativearrangements and provide teaching andlearning support; and

● 1,000-1,250 college staff in teaching roles,mainly made up of people with relevantspecialist business experience.

11.24. We will carefully monitor the effects ofeach change we make to the 14-19 phase toensure that there are enough staff with the rightskills in schools, colleges and training providersto deliver the 14-19 offer and that schools andcolleges are able to manage them flexibly todo so.

A workforce with the right skills to deliver

11.25. The changes we are introducing providenew challenges but also offer new opportunitiesto teachers. A number of changes will beimportant to the workforce:

● Offering a new range of tests for teacherassessment at Key Stage 3. We want tosupport teachers to make best use of thenational bank of tests.

● Introducing the extended project. Teacherswill help learners select their project; theywill monitor and guide learners’ progress.

● The QCA review of the Key Stage 3curriculum will lead to changes in theprogrammes of study. Changes to someGCSEs will have implications for how theyare taught. We will provide CPD andsupport teachers through the SecondaryNational Strategy.

● Introducing new qualifications, including thenew Diplomas. We will support teachersand trainers to deliver these courses andassess parts of them.

11.26. We are confident that with the rightsupport teachers, FE lecturers, trainers andsupport staff will be able to adapt to thesechanges. We will work with the TeacherTraining Agency, the Institute for Learning,Lifelong Learning UK and other key partners todevelop high quality training and developmentfor teaching staff. In September 2004, weannounced that from 2007-8 we would investan additional £70 million in workforcedevelopment for the post-16 sector, including£30 million for initial teacher training.

11.27. As part of ‘Success for All’ we areinvesting some £14.4 million through 2003-6 tosupport the Centre for Excellence inLeadership to improve leadership andmanagement skills in the post-16 sector. As aresult, we expect to see better leadership,greater diversity and better progression of staffinto leadership posts.

11.28. We will also task the National College forSchool Leadership and the Centre forExcellence in Leadership to work together onleadership development and support to equiphead teachers, FE principals and work-basedlearning providers to work effectively in


collaboration and ensure that all their staff aretrained in the skills they need.

High quality teaching and learning materials

11.29. Building capacity in the system needshigh quality teaching and learning materials.We will support the development of Diplomaprogrammes with new teaching and learningmaterials informed by the needs of employersand SSCs, through the transformationprogramme which is managed by theDepartment’s Standards Unit. Resourcesinclude teaching materials such as lessonplans, activities for learners and CPD materialsfor teachers, trainers, tutors and assessors.These materials will be available on theNational Learning Network. From April 2006,the new Quality Improvement Agency forLifelong Learning will be responsible for thistransformation programme.

11.30. E-learning and the broader use oflearning technologies have the potential totransform the way skills are developed andskills training delivered, both in the workplaceand elsewhere. It will be important to develope-learning that supports integration betweenlearning in the classroom and the workplace.To facilitate this, the Department has supportedthe appointment of an e-learning champion forthe Skills for Business Network, based ate-skills UK, to provide expert support for SSCson the potential of e-learning.

We will ensure that the full range ofoptions is available in each area

11.31. This White Paper describes our vision ofa reformed 14-19 phase. As we begin toimplement the changes to the curriculum andqualifications for 14-19 year-olds, we will setout national standards for delivery. These willinclude a clear statement of the choices thatshould be available to meet the needs of allyoung people in every area of the country.

11.32. We know that schools and colleges aremost effective when they have the autonomy toinnovate and adapt to their localcircumstances. But autonomy is not a barrier toeffective partnership. We want institutions ineach locality to work together to decide howbest to deliver the 14-19 offer, with eachinstitution able to play to its strengths. Tosupport them we will provide a range ofexamples, drawing on the experience of the14-19 pathfinders and IFP that show how thiscan be done well. We will provide advice tohelp institutions that want to contract provisionfrom each other or to enter into shared staffingor governance arrangements. We will legislateto increase the scope for joint governancearrangements between schools and FEcolleges to strengthen collaborative activity.

11.33. We want the system to be driven bottom-up by partnerships of schools, colleges andother providers who together decide how they


Using professional expertise to engage students, improve teaching and serve the localeconomy in the Lake District

South Lakeland is dominated by the hospitality and tourism industry, but labour marketintelligence and local hotels and catering outlets reported staff shortages. A radical approachwas needed.

Kendal College appointed a chef to work with four secondary schools in the area to raise theprofile of catering and bring the learning experience to life. Simon Hansen, a two rosetteaward winner, works with GCSE catering students and runs an after-school Junior Chef Clubfor 14 year-olds. Teaching staff are also benefiting from Simon’s expertise and have taken theopportunity to update their own skills.

Interest has spread rapidly to other schools and demand to get on courses is growing.Students and teachers are delighted to be learning skills from a professional. The Junior ChefClub has proved so popular that there are now two sessions and many more students areconsidering a career in hospitality and tourism.

are best placed to make a comprehensive offerto young people. But there is also an importantrole for local authorities and local LSCs tofacilitate and enable this planning and tochallenge partners if there are gaps inprovision. There is already substantialexperience of this being done well, for examplein joint action planning in response to 14-19area inspections. We envisage a similarprocess enabling and incentivising the widercollaboration that will be needed to deliver ourvision of a system that will meet the needs of allyoung people in every area.

11.34. We think the steps in the processshould be:

● Schools, colleges and other providers setout what they propose to offer bothindividually and collaboratively, on whatscale and to which students.

● The local authority and the local LSC drawtogether this information to identify any gapsagainst the national standards, or barriers toeffective collaboration.

● The LSC would hold a flexible funding pot(as it does now with the pathfinders andIFP), which would be used to commissionadditional provision and provide someadditional funding for transport andpartnership management, to ensure that thenational standards are met for all youngpeople in the area.

● The end product is a prospectus, jointlypublished by the local authority and thelocal LSC for all the providers, which setsout for each young person a clear pictureof what is available in the area.

11.35. The prospectus should be madeavailable to all young people in the area.We will publish the prospectuses for everyarea in the country on a single website. Eachprospectus will be the basis for independentadvice and guidance to young people about theoptions available to them.

11.36. The aim of this model is to put learnersin the driving seat, able to make informedchoices between institutions and about whetherto take advantage of another provider’s offer.This depends on each institution activelycontributing to making the local offer availableto all young people and working towards theirsuccess at age 19, and on effective facilitationby the LSC or local authority.

11.37. Our proposals for changes to theaccountability framework will encourageinstitutions to do this. Performance tables thatrecognise a wider range of qualifications andfocus on the value added to learners are anincentive to provide a curriculum andqualifications offer which makes it more likelythat young people will succeed. Once the offeris available in each area, the inspectionframework can assess whether schools andcolleges are making the best use of theopportunities available to young people.

We will continue to keep the deliverysystem under review

11.38. We know that schools and colleges arecommitted to the success of the young peoplethey teach. Delivering the 14-19 offer willcontribute to that success for greater numbersof young people. This is something thatinstitutions will want to do. In this Chapter wehave described a clear set of mechanisms thatwill enable them to make the offer available toall young people in the country. We know thateffective collaboration to deliver the 14-19 offeris possible, because it is already happening in14-19 pathfinder projects and other schoolsand colleges. We will ensure that the lessonsof that experience are shared.

11.39. Nonetheless, our proposals will require amajor change to the way 14-19 learning isdelivered in most parts of the country. We wantto examine in detail the ways that this can workbest. It is particularly important that the fundingsystem supports delivery of the 14-19 offer, asit is implemented in full over the next 10 years.We will therefore keep progress with thissystem under review.


We will ensure that the supportingsystem is in place

11.40. We will work closely with the QCA, theNational Assessment Agency (NAA) andawarding bodies to develop Diplomas andmake the proposed changes to existingqualifications. The awarding bodies have animportant role to play. While we want SSCs,employers and universities to play a key role indesigning the outcomes of each Diploma, it isthe awarding bodies who will draw on theirexpertise to turn these specifications intodeliverable programmes, syllabuses andassessment criteria.

11.41. Changes to the qualifications system onthis scale will need to be carefully managedand introduced without additional administrativeburdens. NAA will continue to work withawarding bodies to build on the reformsdelivered through the exams modernisationprogramme for general qualifications, forexample bringing together their administrativeprocesses. Additionally, we will ask QCA andthe awarding bodies to develop an agreed setof principles that should underpin awardingbodies’ work. These might include:

● focusing on the needs of learners;

● maintaining and improving public confidencein standards;

● reducing costs and bureaucratic burdens onschools, colleges and other providers, inparticular through developing commonsystems; and

● actively consulting with employers, HE andsubject bodies.

11.42. We will ask QCA to keep thedevelopment of the qualifications system underreview to ensure that it is fit for purpose andefficient, and to advise us on whether anyregulatory or legislative changes might benecessary in future.


Successful partnership in Knowsley

The Knowsley 14-19 Collegiate aims to create a new flexible single phase of education thatwill enable young people to learn and achieve in ways best suited to their individual needs.

The Collegiate has six formal partners, each of whom has committed to the collegiate principleand is represented within its decision making structure through the Executive Group. Thepartners are: Knowsley local authority, the local LSC, the secondary and special schools,Knowsley Community College, Connexions, and Jaguar. The governance and managementstructure of the partnership comprises a Governance Forum, an Executive Group and anOperations Group. The Collegiate has enabled 650 students to take courses in the newVocational Skills Centre and at Knowsley Community College. A local authority-wide KS4prospectus has been produced giving details of each of the courses. One of the new GCSEsin vocational subjects is to be provided jointly with Jaguar, while another is taught jointly by aschool, a college and a training provider. All schools have agreed to timetable one year 10option on a Wednesday afternoon, and in some cases there has been further co-ordination oftimetables. Knowsley is the first 14-19 area inspection area to receive an ‘outstanding’ gradefor effective and efficient provision that meets the needs of learners, employers and thecommunity.

12.1. A new 14-19 phase which enables allyoung people to fulfil their potential willdepend on a sharper, more discriminatingaccountability framework for schools, collegesand training providers.

12.2. Institutions are primarily responsible fortheir performance and quality, but they shouldbe held publicly accountable for theirachievements. An open and transparentaccountability framework helps institutions tomaintain and raise standards; providesinformation to enable the inspectorates, localauthorities and the LSC to challenge andsupport institutions; and helps parents andyoung people make choices about the

opportunities available to them. In this WhitePaper we have set out a vision for a 14-19phase in which all young people shouldachieve their full potential. The accountabilityframework and the informed choices oflearners should together mobilise and motivateinstitutions to deliver that vision.

12.3. We have already developed a robust andsensitive accountability framework for schools,colleges and training providers which has beenvery effective in maintaining and improvingtheir performance. In the light of that success,we are making a small number of changes tothe accountability framework to ensure that itsupports the key elements of our vision for the

86 CHAPTER 12 A SHARP ACCOUNTABILITY FRAMEWORK, WHICH MAKES SURE THAT WE OFFER THE BEST TO YOUNG PEOPLE

Chapter 12A sharp accountability framework, which makessure that we offer the best to young people

Summary

We need an accountability framework which supports and encourages the development ofthe 14-19 phase we want.

We will therefore incentivise institutions to offer the full range of specialised lines to theirstudents by including these qualifications in the performance tables and ensuring that asthe new vocational arrangements are put in place, inspections ask searching questionsabout the curriculum and qualifications being made available.

We will incentivise focus on the basics through continuing to publish Key Stage 3Achievement and Attainment Tables in English, maths and science; and through changingtables at 16 to focus on 5 A*-C GCSEs including English and maths.

We will incentivise stretch for all young people through the New Relationship with Schools,which will mean that schools are held to account for the progress of all their students; andthrough ensuring that schools are given credit in the performance tables when youngpeople achieve success in higher level qualifications.

We will incentivise progression by developing progression targets; and through ensuringthat the achievement of young people completing Key Stage 4 later than the normal age isproperly credited to their home institution. And we will ensure that all learners have theirachievements recognised in the tables.

14-19 phase and continues the move towardsa common approach to accountability andmeasures of success for all institutions. Theaccountability framework can help to ensurethat:

● schools make sure that 14 year-olds havesecure functional skills and are ready for arange of options;

● functional skills are prioritised throughoutthe 14-19 phase;

● institutions encourage young people toprogress as soon as they are able;

● institutions encourage a culture of stayingon and achieving worthwhile qualificationsuntil 19;

● the achievements of all young people arerecognised, promoting equality ofopportunity, regardless of background; and

● all institutions, including 11-16 schools,work towards these goals.

12.4. It will be important to keep a close eye onhow our system performs in comparison toother countries. We are participating in OECDwork to develop indicators which give us themost rigorous comparisons of our educationalperformance and participation with othercountries.

Uses the full balance ofaccountability measures

12.5. An intelligent accountability frameworkthat seeks to incentivise all these behavioursand outcomes will need to use a range ofdifferent levers. The main levers work indifferent ways:

● Tests measure the attainment of youngpeople at a specific moment in theirlearning, usually at the end of a particularphase of learning.

● Achievement and Attainment Tables andschool profiles aggregate the test results ofa year-group of learners to give a measureof the success of the institutions teachingthem.

● Targets are set for individual learners,institutions, groups of institutions andbodies like local authorities and local LSCs.

● Inspection provides a detailed and expertappraisal of how well a provider is meetingthe needs of its learners, or theperformance of institutions across a wholegeographic area.

● Performance management allows teachersand tutors to agree objectives, including forprofessional development, aligned with thepriorities of their institution.



Key components of the existing accountability framework

Schools set targets for:

● achievement at Key Stage 3 (statutory target); and

● achievement at age 16 (statutory target).

Schools will produce their Development Plans with the support and challengeof a School Improvement Partner – an experienced education professional.They will identify priority areas for improvement and set targets to do so.

FE colleges must set improvement targets in their three-year developmentplans and agree them with the LSC. A proportion of their funding is conditionalon setting and meeting those targets.

FE colleges and training providers must set targets for learner success rates.They must meet national floor targets by 2006.

Colleges must also set improvement targets for the level of employerengagement in their provision.

Targets andplans

The School and College Achievement and Attainment Tables report

At age 14:

● the percentage of pupils achieving level 5 in English, maths, science, andfrom 2008, ICT; and

● value added from Key Stage 2 to 3.

At age 16:

● the percentage of learners achieving level 2, ie 5 or more A*-C GCSE orequivalent;

● the percentage of learners achieving level 1, ie 5 or more A*-G GCSE orequivalent;

● the percentage of learners achieving at least one entry level qualification; and

● value added from Key Stage 2 to 4 and from Key Stage 3 to 4.

At age 18:

● average A level (or equivalent) point score per student;

● average point score per examination; and

● from 2006, value added at level 3.

We separately publish learner outcomes in FE colleges and work-basedlearning, including a measure of the number of young people achieving level 2and level 3 by age 19. Detailed benchmarking data on Success, Retention andAchievement Rates in FE Colleges is published by the LSC.

Tables

At 14: External tests in English, maths, science and, from 2008, ICTFrom 16-19: External qualifications in most subjects studied

Tests

Making sure that 14 year-olds havesecure functional skills and areready for a range of pathways

12.6. The accountability system for schoolsneeds to emphasise the importance ofachievement at age 14. Good functional skillsand a knowledge of English, maths, scienceand ICT will be essential for learners to accessthe 14-19 phase. The learning they haveundertaken in the other National Curriculumsubjects will provide a sound basis for furtherlearning post-14 and for making choicesbetween subjects.

12.7. The School and College Achievementand Attainment Tables already report pupils’achievements at age 14 in English, maths andscience. When the KS3 ICT test is introducedin 2008, we will include ICT results in theTables and require schools to set targets forthose results.

12.8. Schools should also report to parentshow well their pupils achieve in the foundationsubjects and whether they have acquired thelearning skills needed to access the range ofpathways from 14-19. Each young person willreceive a Pupil Profile showing theirperformance in all the KS3 subjects. Thisshould include the overall results for theschool, the local authority and nationally, sothat parents can see how their child compares

to his or her peers and how well the schoolis doing.

12.9. Schools should include their KS3 resultsin their school profile, which will be availableon-line, so that current and prospectiveparents can see how well the school preparesits pupils for the 14-19 phase of learning.English, maths, science and, from 2008, ICTresults from national tests will be includedautomatically. Schools will be expected toreport on progress across KS3 drawing on theresults of teacher assessment.

Prioritising functional skillsthroughout the 14-19 phase

12.10. Strong functional skills in English, mathsand ICT are essential at every stage oflearning, for employment, to be able to engagein society and enjoy adult life. We expect thevast majority of learners to achieve NationalCurriculum level 5 in the functional skills at 14,and to achieve functional skills to at least level2 on the National Qualifications Framework at16 (equivalent to C or better at GCSE). Theaccountability framework is a crucial lever forintensifying the focus on these essentials atevery stage of learning.

12.11. At age 16, the most widely recognisedmeasure of success for schools is how manyof their students achieve level 2 (5 A*-Cgrades in GCSE and equivalent qualifications).


New inspection arrangements are being introduced in schools and collegesfrom September 2005. These will focus more on evidence from self-evaluationand the robustness of the institution’s management. The overall burden ofinspection will be cut, and notice periods for schools shortened. However,inspections will be more frequent in weak institutions.

Inspection

National PSA targets to increase the proportion of young people achieving level 2 and level 3 define the goals for each part of the education system.We have set targets to:

● increase the proportion of 19 year-olds who achieve at least level 2 by 3percentage points between 2004 and 2006;

● increase that number by a further 2 percentage points between 2006 and2008; and

● increase the proportion of young people who achieve level 3.

We will change this measure to prioritiseEnglish and maths at level 2. The newmeasure in the Tables will be the numberof students achieving Diploma standard –ie 5 A*-C grades (or equivalent) includingEnglish and maths. This measure willincentivise schools to make sure that youngpeople have the functional skills, as well as thebreadth of learning, needed to study until 19.

Accountability system to promoteprogression

12.12. The accountability framework shouldpromote engaging, enjoyable and stretchinglearning programmes for all young people.Young people should be encouraged toprogress to higher levels of study as soon asthey are able.

12.13. The accountability system shouldincentivise progression and respond to the factthat some young people will be ready forqualifications before the usual age, whileothers may need longer to prepare if they areto fulfil their potential. We have already madea number of changes to the Achievement andAttainment Tables to support this and we wantto build on these.

12.14. Where young people complete theirGCSEs before they are 16, their results are‘banked’ and counted in their school or collegeresults for their year group. The institutiondoes not lose out in the Tables by enteringyoung people before age 16. Following a pilotlast year, from 2005 the Tables will reportlearners’ achievements when they finish KS4,rather than at the end of compulsoryschooling. That means the results of pupils willbe reported whether they are younger or olderthan 16 when they complete KS4. We will alsoreport their KS3 results when they take the lastof the 3 tests in English, maths and science.This is similar to the method already used forpost-16 results: these are reported when thepupil completes two years of advanced study,whether that is at age 17, 18 or 19.

12.15. Young people who achieve AS levels byage 16 are already counted against theirinstitution’s performance in the KS4 Tables.A good grade at AS level is worth more thanan A* GCSE in the institution’s overall results,thereby rewarding it for encouraging thebrightest learners to progress to AS level early.We also want to encourage young people whoexcel post-16 to move on to studying HEmodules. We will explore with the QCAwhether these could be recognised in thepost-16 Tables.

Encourage a culture of staying onand achieving worthwhilequalifications until 19

12.16. All young people should be able to fulfiltheir potential and achieve at age 19. Theaccountability framework needs to prioritiseachievement at that age and to recognise thewide range of different qualifications thatyoung people will be following. All institutions,whether or not they teach to age 19, shouldregard contributing to the success of youngpeople at that age as their main aim.

12.17. The accountability framework ought toencourage institutions teaching 11-16 yearolds to take responsibility for their futureprogression and success after the end ofcompulsory education. Schools, colleges andtraining providers should ensure that all youngpeople achieve to the best of their ability, areengaged in learning and well advised abouttheir future options.

12.18. We will record what qualifications theyear 11 pupils from each school go on toachieve by age 19, wherever they choose tostudy. We will use this data to develop aprogression measure, to show how successfulthe pupils of each school are in gainingqualifications after leaving age. This measurecan be used to set targets to improveprogression.

12.19. The Connexions Service also collects awider set of information about young people’sdestinations, including whether they go on touniversity or into employment. We will continueto develop this data source and make it


available to local LSCs, local authorities andthe inspectorates to inform the planning andaccountability of provision in each locality.

12.20. The Achievement and AttainmentTables already include value-added measuresfor 11-16 institutions, which show how farlearners have progressed since enteringsecondary school. We are developing a rangeof similar measures for post-16 learning, toincentivise institutions to ensure that all youngpeople who stay on in learning continue toprogress. These include:

● A measure of value-added for 16-19learners following level 3 qualifications.An institutional value added measure willbe introduced in the Achievement andAttainment Tables in 2006, after a pilotthis year.

● A complementary measure of distancetravelled for 16-19 learners, which is beingdeveloped by the LSC and theInspectorates. This will measure learnerprogress on qualifications at level 1 and 2and ungraded qualifications like NVQs atall levels.

● A measure of qualifications achieved bylearners as a proportion of thequalifications they start. This qualificationsuccess measure is already in use incolleges. Changes to the PLASC surveywill mean that this measure can be appliedin school sixth forms from around 2008.From September 2005, the qualificationsuccess measure used in training providerswill be brought into line with the measureused in colleges.

12.21. Schools, colleges and training providerswill be able to access detailed value-addedand distance-travelled information through theLearner Achievement Tracker which will bepiloted from September 2005. The LearnerAchievement Tracker will enable institutionsto compare the progress of their learners withnational norms, for the majority ofqualifications and subjects they provide for16-19 year-olds.

Recognition of the achievements ofall young people

12.22. We want all young people to achievetheir full potential throughout the 14-19 phase.This means that every young person shouldbe stretched to achieve their best, and thatachievement should be recognised. Valueadded and distance travelled measures showhow far learners have progressed compared tothe national average. Institutions which enableall learners to progress as far as they can,from whatever starting point, will get bettervalue added and distance travelled scores.

12.23. Our proposals for a New Relationshipwith Schools will help to ensure that all groupsof pupils are being stretched. Schools willhave access to powerful value-added data toshow how different groups of their pupilsprogress. They will evaluate how to tackle theproblems facing any underperforming groups,with the support of an expert SchoolImprovement Partner (SIP). SIPs will be ableto identify patterns in performance andchallenge schools on the progress of differentgroups of children, for example the lowest-or highest-achieving 20%, or children fromparticular ethnic minorities, on the basis ofhigh quality benchmarked information.

12.24. We will expect schools to describe intheir school profile how they are improvingstandards for all learners. They should set outwhat action they have taken to support youngpeople, for example, with SEN or who aregifted or talented. We will be encouragingbetter assessment approaches for such pupilsenabling schools to personalise the learningand be more ambitious for the standardsachieved by pupils of different abilities.

12.25. We already include all approvedqualifications in the Achievement andAttainment Tables, to recognise theachievements of all young people. The Tableswill continue to recognise new, high qualityqualifications that are developed so as toencourage schools and colleges to offer youngpeople a wide range of pathways. We willensure that the Tables give proper recognition


to the achievement of a full Diploma, attachingmore weight to that than achieving a mix ofunrelated vocational qualifications.

12.26. Although we expect most learners toreach level 2, achievements of other learnersalso deserve recognition. The Tables alreadyinclude a measure of the number of learnersachieving level 1 or entry level qualificationsat 16. These measures, together with themeasures of progression post-16 that we aredeveloping, signal that we will recognise theachievements of all young people by age 19.

All institutions, including 11-16schools, to work towards thesegoals

12.27. A more varied and flexible 14-19 phasewill mean that many young people are taughtin more than one institution at the same time.Learners will face more choices about whereand what to study at age 14 and 16. Theaccountability framework will incentivise eachinstitution to provide the best quality teachingand contribute to the success of each learner.We also want to use accountability levers toensure that the choice of provision available ineach locality meets the needs of all itslearners.

12.28. Ofsted and other inspectorates willintroduce Joint Area Reviews from September2005 to assess how well services worktogether to improve the lives of children andyoung people. They will report on whether thechoices available can support progression tofurther and higher education, training andemployment for all learners. These reviewsand the inspections of individual institutions willanalyse both the quality of learningopportunities available and the reliability of theinformation, guidance and support offered toyoung people.

12.29. We will work with Ofsted and ALI toensure that the inspection arrangements forareas and for individual institutions continue toreflect the changes to the 14-19 phase andremain fit for purpose.


13.1. We are embarking on a significantprogramme of change. Some of the changescan be introduced quickly. Others will takemuch longer. We will produce a full timetablein due course, but the outline below sets outour timetable for the major changes.

2005

● More GCSEs in vocational subjects

● More Young Apprenticeships

● Roll-out enterprise education

● Pilot English and maths GCSE changes

● Agreement on Diploma lines

● Establish first Skills Academies

● First vocational leading schools announced

2006

● A level differentiation data to HEIs

● Extended project pilot

● New science KS4 and GCSEs

● Upgrade CoVE network

2007

● Legislation to free up local governance

● Start of major CPD for school and collegestaff

2008

● KS3 curriculum and assessment changes

● First four Diploma lines available

● 12 Skills Academies open

● 200 vocational leading schools in place

2010

● All vocational lines available

● Eight Diploma lines a nationwideentitlement

● Further 13 Skills Academies

2015

● All Diplomas a nationwide entitlement

13.2. We have published alongside thisdocument a Regulatory Impact Asessment,setting out some more detail of likelyorganisational effects over time. This isavailable on the DfES website. We will designspecialised Diplomas, learning from successfulqualification systems in other countries.We will make sure that reforms are compatiblewith arrangements in other countries as faras possible.


Printed in the UK for The Stationery Office Limitedon behalf of the Controller of Her Majesty’s Stationery Office

02/05,176940

Chapter 13Delivering the new 14-19 phase

Documents

14-19 Education and Skills - BBCnews.bbc.co.uk/.../bsp/hi/pdfs/23_02_05_1419whitepaper.pdf · A strong foundation at Key Stage 3 6. Our first step is to make sure that Key Stage 3