The Reform Programme An overview for schools

The big picture  What is driving the Reforms?  Why do we need them?

Substantial progress has been made  64% of students now achieve 5 A*-C grades at GCSE compared with 45% in 1997  78% of students now continue their education post 16

But…  Up to 10% of our year olds are not in education, employment or training (NEET)  And the world is changing fast – new skills are needed for changing labour markets and jobs that didn’t exist a few years ago, and young people need to be qualified to higher levels

The World is Changing Click in the box to start the video

The challenge  To provide the opportunity for all young people to succeed at a higher level: –by creating clear learning routes that provide the skills and knowledge they need –by offering young people the chance to learn in different ways –by offering qualifications that are widely understood

Fulfilling Potential Click in the box to start the video

Raising the participation age  Progression is at the heart of the reforms  Aim to ensure all young people develop their potential  From 2013 all young people required to continue in education or training post 16*  This could be in: –full-time education - school and college –work-based learning - Apprenticeship –part-time education or training - employment, self-employment, volunteering 20+ hours a week *Until 17 from 2013 and until their 18th birthday from 2015

New pathways The qualifications currently available are being brought together into a series of distinct pathways: CONSIDER OPTIONS 17 GCSE Foundation Learning Tier Apprenticeship Foundation or Higher Diploma Foundation Learning Tier Foundation, Higher or Advanced Diploma GCSE / A-Level Employment with training CONSIDER OPTIONS 16 CONSIDER OPTIONS 14 Further education Higher education Employment Employment with training Apprenticeship post 18 CONSIDER OPTIONS 18

Creating Opportunities Click in the box to start the video

Individual strands A closer look at the individual reform strands

Functional skills  Functional skills aim to equip young people with the essential skills they need for life, work and study  Will be taken by all young people from 2010  They are: –part of the secondary curriculum and the Diploma, Foundation Learning Tier and (from 2010) Apprenticeships –being embedded in GCSE English, maths and ICT specifications but also assessed separately

Personal, learning and thinking skills  Embedded in the new secondary curriculum  Cover six areas: –Independent enquiry –Creative thinking –Reflective learning –Team working –Self management –Effective participation  Highly valued by employers and HE

The Diploma  By 2013 an entitlement to all students  Combines practical and theoretical achievement  Provides access to university as well as to skilled employment and training  Helps students understand why certain skills and knowledge are important and lets them apply these to realistic problems and scenarios  Existing qualifications such as BTECs, GCSEs and A Levels are available as components  Delivered in partnership with other schools, colleges, employers and HEIs

The Diploma Phase 1 – 2008Phase Phase Phase  Construction and the Built Environment  Creative and Media  Engineering  IT  Society, Health and Development  Business, Administration and Finance  Environmental and Land-based Studies  Hair and Beauty Studies  Hospitality  Manufacturing and Product Design  Public Services  Retail Business  Sport and Active Leisure  Travel and Tourism  Humanities and Social Sciences  Languages and International Communication  Science

The Diploma  Available at 3 levels - Foundation, Higher and Advanced  Sits alongside statutory curriculum at KS4  Full-time programme over one or two years post 16  3 components : –Principal Learning: mandatory and applied –Generic Learning: functional skills; personal, learning and thinking skills; project; 10 days’ work experience –Additional and Specialist Learning: options

Apprenticeships  In future, more Apprenticeships in a greater variety of sectors  1 in 5 students to have access to an Apprenticeship place by 2020  Advanced Apprenticeships can lead towards a foundation or an honours degree

Work with accredited training  Some may wish to take up work at 16  From 2013, 16 year olds in work will need to continue their education or training part-time  They will be expected to do at least a day a week or the equivalent  This provision funded by the employer

GCSEs  Updated and modernised  More emphasis on functionality in English, maths and ICT  Controlled assessment replacing coursework

A Levels  Number of modules reduced in many subjects  Stronger connections between topics  More extended written work  New A* grade to recognise the highest attainment

The Extended Project  Students can pursue an area of special interest  Worth half an A Level at A2  Develops independent study skills  Good preparation for higher education and employment

Foundation Learning Tier  Progression for learners below level 2  Small, manageable chunks of learning and recognition for their achievements along the way  Personalised learning programmes that all include personal and social development, functional skills and vocational knowledge and skills

Current qualifications  All qualifications need to be trusted and widely understood within a system that is easy to navigate  The current wide range of qualifications are being brought together into the defined pathways – many are already part of a Diploma qualification or Apprenticeship framework  From 2013, only those included in the Diploma, Apprenticeships, the FLT or which are GCSE or A Level will be publicly funded, unless a qualification meets very specific industry or learning needs

Information, advice and guidance The right guidance is vital:  All to have personal tutor by 2010  All 16 and 17 year olds are guaranteed a suitable place in learning in their area  area prospectuses which are clearer and easier to use  Common application process (CAP) for post-16 courses by 2010  Continued financial support for those who need it post 16

Collaborative working  Schools and colleges should work together to offer a comprehensive range of learning pathways from age 14  Partnerships, led by the local authorities, are required to set out their strategy and development plans  Support is available: –Diploma and functional skills training and CPD programmes –Capital funding available –Guidance and planning tools on a wide range of issues

Learning to Work Click in the box to start the video

Help and support  The area of the DCSF website is a good starting point for: –further details about aspects of the reform programme –a database of FAQs and case studies –a series of videos on individual strands and useful links  Additional weblinks are available in The Reforms and You: a guide for school staff

The Reform Programme An overview for schools