• Outlined in 2005 White Paper ’14-19 Education and Skills’ – Vision : to create a qualifications system
in which every young person can learn the right subject for them, at the right level . . learning in a style that suits them
– Supported by IAG and right financial support
14-19 Reform Agenda
Curriculum Reform
• New more flexible KS3• Strengthened GCSEs/A levels and
apprenticeship route• Functional skills• Personal learning and thinking skills• Diplomas (mix of theoretical and practical
learning) – rollout starts Sept 08• Foundation Learning Tier (piloted Sept 08)
Accountability and measures
Attainment and improved standards
Reduced NEETBehaviour and attendance
Civic participation
Healthy Lifestyle Choices
To secure…
* To make learning and teaching more effective * So that learners understand quality and how to improve *
Assessment fit for purpose
Assessment Building a more open relationship between learner and teacher
Clear learning intentionsshared with pupils
Understood, shared/negotiated success criteria
Celebrate success against agreed success criteria
Advice on what to improve and how to improve it
Peer and self assessment
Peer and self evaluation of learning
Taking risks for learning
Testing Individual target setting
Using error positively
Succ
Whole
The ‘big picture’ of the curriculum Working draft (December 06)
The curriculum as the entire planned learning experience
Components Lessons
Out of schoolExtended HoursRoutinesEventsLocation Environment
Areas of Learning
Learning Approaches
Subjects
Ethical – Cultural – Physical and health – Spiritual- Creative and aesthetic- Environmental- International – Scientific and technological – Employability and enterprise – Human and social
A range of teaching and learning approaches (enquiry, active learning, practical and constructive) - in tune with child development and adolescence - learning beyond the school, community and business links – deep immersive and regular frequent learning – relevant and connected to life and work – a
range of audiences and purposes – opportunity for learner choice and personalisation
Eng A&DMa Sci ICT D&T Hist Geog
RECitMfLPEMusic PSHE
Personal Development
Developing individuals…
Whole CurriculumSkills, Knowledge
and Attributes
The curriculum aims to enable all young people to become successful learners, confident individuals and responsible citizens
Successful learnerswho make progress and achieve
Responsible Citizens who make a positive contribution to society
Enjoy and achieve Safe Healthy Participation Economically active
Skills Functional Skills (Lit/Number/ICT) +
Personal, Learning and Thinking Skills
Personal Development Attitudes and dispositions, determined,
adaptable, learning to learn
To do To know and understand To be
Curriculum Aim
Aim
Five outcomes
Knowledge and UnderstandingBig Ideas that shape the world
Chronology, conflict, scientific method, etc.
Confident Individualswho lead safe and healthy lives
Aims of the Curriculum
To enable all young people to become:– Successful learners who enjoy
learning, make progress and achieve– Confident individuals who are able to
live a safe, healthy and fulfilling life– Active and responsible citizens who
make a positive contribution to the well-being of present and future generations
Successful Learnerswho . . .• enjoy learning• are motivated to learn• are determined to achieve the best they can• have the essential learning skills of literacy, numeracy and ICT• communicate well in a range of ways• have enquiring minds• think for themselves and process information, reason, question
and evaluate• are creative, enterprising and able to solve problems• understand how they learn and how to learn from their mistakes• are able to learn independently and with others• know about big ideas and events that shape the world• are able to transfer knowledge and skills to new situations• appreciate the benefits and fulfillment learning can bring
Confident Individualswho• have a sense of self-worth and believe it themselves• recognise their talents and have ambition• are willing to try new things and make the most of opportunities• are able to take the initiative and organise themselves• relate well to others and form good relationships• are self-aware and deal well with their emotions• have secure values and beliefs• make healthy life-style choices• are physically competent and confident• take managed risks and stay safe• resist negative pressures and make informed choices• become increasingly independent• are open to the excitement and inspiration offered by the natural
world and human achievement
Active and Responsible Citizenswho• make a positive contribution to the communities in which they
live, learn and work• respect others• act with integrity• understand different cultures and traditions and have a strong
sense of their own place in the world• appreciate the benefits of diversity• live peaceably and work productively with others• challenge injustice and are commited to human rights• maintain and improve the environment locally and globally• are enterprising and able to contribute to the economic well-being
of society• take account of the needs of present and future generations in the
choices they make• feel that they can change things for the better
The Landscape in 2008
Publication of ‘Raising Achievement: Making it happen: A Strategy for 14-19 Qualifications’ signalled
• 4 pathways• how to make it happen through a new
regulator – Ofqual and• Intention to move towards a single credit
based framework by 2013 with all 14-19 qualifications compared by level and size
Pathways
• 4 Pathways– General (GCSE and A level)– Diplomas– Apprenticeships– FLT
• Within this context must decide which qualifications to continue to fund beyond 2012 – ‘will only fund outside these routes if meets a need not met there’
GCSEs
• New revised GCSEs with up to date content• Functional skills mandatory component of
– English– Maths– ICT
A levels
• More emphasis on ‘deep learning’ and synopticity
• More ‘stretch and challenge’ – introduction of a new A* grade
• Reduced burden of assessment• Extended project from 2008 – will it
become an entitlement?• Remove Applied A levels as covered by
Diplomas• Withdraw Advanced Extension Awards• Another full review in 2013
Apprenticeships
• High quality sector related qualifications at levels 2 and 3
• Make it easier for apprenticeships to count towards a diploma and vice versa
Travel and Tourism
Retail
Sport and Leisure
September 2010Public Services
Hospitality and Catering
Business Administration and Finance
Hair and Beauty
ManufacturingSeptember 2009Land-based and Environment
Construction and the Built Environment
Creative and Media
ICT
Health and Social CareSeptember 2008
Engineering
First IntroductionDiploma Lines
• Set out to create something different – encouraged innovation and ‘bring learning to life’
• A true partnership approach – moving existing partnerships to a new level
• Creation of applied learning environments
• City-wide structures to support two full days of off-site and applied learning
The Vision
Creating the Vision
Build on Expertise
Built on existing collaborative experiences • Strong Strategic Area Wide 14-19 partnership
• Seven 14-19 collaboratives provided a strong structure for diploma partnerships with positive impact on
- participation post-16 and NEET- achievement and ALPS grades- willingness of learners to move and class sizes- Collaborative self-evaluation
• City-wide IFP pre-16
• Year 9 ‘Skills Club’ Project
• Clear diploma delivery plan with two forms of partnership– city wide partnerships based around central
FE/WBL provision where expertise mainly was or numbers are small – one Gateway proposal for the whole city
– travel to learn partnerships where expertise largely in schools with links to FE and employers for specialist provision – separate proposals for each partnership
Diploma Strategy
CENTRAL CENTRAL
SOUTH SOUTH
EAST EAST
NORTH NORTH
LIVERPOOLCOMMUNITY COLLEGE
WORK-BASED LEARNING
LIVERPOOLCOMMUNITY COLLEGE
WORK-BASED LEARNING
Strategy: Travel to Learn Areas
Strategy: Bringing through the Gateway• Staged approach leading to 2013• City wide partnerships based on institutions
initially ready – As suppliers of learners– As deliverers
• Bring other institutions on stream when ready• Sub-regional partnerships apply for Gateway
when ready• Only those really ready apply for the Gateway
City-Wide Proposals
• Construction• Engineering• ELB• Hair & Beauty• Hospitality
CENTRALCENTRAL
SOUTH SOUTH
EASTEAST
NORTHNORTH
LIVERPOOLCOMMUNITY COLLEGE
WORK-BASED LEARNING
LIVERPOOLCOMMUNITY COLLEGE
WORK-BASED LEARNING
Partnership Proposals
• IT• SHaD• Creative & Media• Business
CENTRALCENTRAL
SOUTH SOUTH
EASTEAST
NORTHNORTH
LIVERPOOLCOMMUNITY COLLEGE
WORK-BASED LEARNING
LIVERPOOLCOMMUNITY COLLEGE
WORK-BASED LEARNING
Post Gateway 2
0 diplomas in Central
0 diplomas in Central
3 Diplomas in South(Shad from 2010)
3 Diplomas in South(Shad from 2010)
3 Diplomas in East
(not BAF)
3 Diplomas in East
(not BAF)
4 Diplomas in North(9 in total)
4 Diplomas in North(9 in total)
5 City-Wide Diplomas5 City-Wide Diplomas
• Guaranteed learner access• Engagement of a full range of partners
– Employers– HEIs
• Quality IAG• Workforce Development• Diploma Protocols• Funding to support learners
To Ensure Entitlement
Future Challenges
• LA capacity to support• Integrating relevant information
systems• Continuing workforce development• Planning for Gateway 3
Raising Expectations and the Machinery of Government
(MOG)
Has implementation and delivery issues for:
• Provision
• Funding and Commissioning
• Quality Improvement
Raising Expectations….and implications
• Funding changes post 16 to ‘deliver world class skills in demand led system’
• “LA to provide a place for learning for every young person through strategic commissioning”
• 16-18 funding routed through LA from 2010/11, enhanced funding of diplomas
• LA funded according to provider base, not where the learner lives
• All post 16 providers to plan the same way
Needs Joint Coherence
LA/LSC/Connexions
Diocese
WBLSchools
Sub Regions
EmployersDuty to co-operate
FE & 6th Form
National Apprenticeship
Service
SkillsFunding Agency
Will Shape Commissioning
_+ Young
Peoples Learning Agency
Achievements
40%60%
40%
0% 20% 40% 60% 80%
up to L1
L2
L2 E&M
75%
45%
0% 20% 40% 60% 80%
L2
L3
Current 14-19 Options
Options @16
Options @19
20,300 learners @ 14 started options 2005
90% GCSEs
10%Alternative
BTec A level NEETAppsNVQ
WorkE2E
07
2005
09
Entry Points
GCSE
65%
95%
45%
65%
0% 50% 100%
L2 in 09
L2 in 13
L3 in 09
L3 in 13
Options @19
30%40%
60%
0% 20% 40% 60% 80%
up to L1
L2 in 07
L2 in 15
14-19 Pathway 2013
18,500 learners @ 14 start options 2013
GCSEs
15%L1 Diploma
EETApp’sNVQ
+ +
2013
14
15
16
17
40% GCSES
10% GCSES
25%L2 Diploma
Pre entry
L1
L2
10% KS4 Gateway
Entry Points
+Pre entry Diplomas A levels
14-19 Learning Pathway
+
Pivotal Role of 14-19 Partnership
• Agree the local vision for 14-19 that is consistent with the wider Sustainable Community Strategy
• Develop and articulate strategies for the full range of 14-19 priorities
• Reflect the outcomes of area wide planning, and act as a basis for joint action, rather than serve as an end in itself
Possible ContentsThree elements of the 14-19 Education Plan
1. The strategy
Sets out the local context and vision for 14-19, describes roles and responsibilities of partners, sets out targets and obectives for improvement, broad approaches to delivery, funding sources and links to local initiatives
Possible Contents
2. The implementation planSets out the action to be taken to deliver the strategy with action owners and timescales………May look like an action plan for members of the 14-19 Partnership
Three elements of the 14-19 Education Plan
Possible Contents
3. The operational planGives the detail of numbers of learners, expected demand for the different lines of learning and September Guarantee. This information will help to inform the commissioning plans of the local authority and LSC.
Three elements of the 14-19 Education Plan
14-19 Trust
P ro v id e rs
1 4 -1 9 T ru st M in i tru s ts
C o m m is io n ing P a rtn e rsh ip
H a lto n C Y P T ru st(A llia nce B o a rd 2 0 0 8)
•Outline14-19 Education Plan
•Consult widely
• Identify Commissioning Process
•Work alongside LSC on Business cycle
Next Steps
Early Days
• 2002
• Area Wide Inspections
• Incorporation of LSC
• 14-19 Green Paper “Opportunities and Excellence”
• Movement of 16-19 to 14-19
Early membership
• LA Advisers from,Liverpool,Sefton, Halton,St Helens-met through LEACAN
• Joined by Knowsley through the Collegiate
• Very informal
• Sounding board
Initial remit
• LEA/LSC functions
• Growing Agenda
• Area Wide Action Plans
• Funding
• Percepetions within each Authority
• Strategic Area Review
LSC/LEA posts
• Area Wide Plan Managers
• LSC driven
• Mix of LA and LSC posts
• Similar agendas
• Representation widened to all boroughs
• Integrated agenda
Group grows
• New staff from all boroughs increased membership to more than 20
• Growth in agenda gave opportunities to share and form sub-groups
• Invitation to mainstream LSC partners
• Formalisation of constitution to elect chair and vice chair
Recognition of group
• LSC GM and regional/LA’s• GONW• LSN• Connexions Greater Merseyside• QCA• Examination Bodies• LEACAN
Examples of Achievements
• RoQA (OSLA)• LSN projects• Merseyside 14-19 Protocols• 14-19 Prospectus and CAP• KS4 Engagement Programmes• EBP joint activities• SEN/LLDD projects• Diploma Gateway Planning
Achievements cont….
• SLEGI “Step Clever” (Liverpool and Sefton)
• WBL materials,activities and communication
• Increased Flexibility Conferences
• Provision of speakers
• Sharing of good practice
• Joint working with GO, DCSF etc
Strengths of the network
• Friendship
• Support
• Knowledge
• Links with Regional and National Agencies
• Removal of Barriers
• “Healthy” Competition
Opportunities
• Cross boundary planning (esp diploma development and CPD)
• Pooling of resources• Sub regional employer engagement and
regeneration • Access to National Support• Links for newly appointed staff• Broader range of opportunities for Young People• Ease of transfer for Young People
The Learner Experience The Environment Staffing: Teachers as Facilitators/ Industry
Practitioners/ Work Based Learning Providers Curriculum Models Principal Learning Extended Project Additional/ Specialist Learning Functional Skills/ Personal Learning & Thinking Skills Work Related Learning/ Work Experience Individual Learning Plan Learner/ Parent Support Engaging the parent
Creating a curriculum model to deliver 2013 Entitlement
• What needs to be in place: latest DCSF 14-19 Strategy consultation
• Delivering the national entitlement through local partnerships – the Liverpool model of diploma delivery
• Entitlement Statement• An Agreed Curriculum Model