BCPL Autumn Conference 2012

14-19 Education and Employability
Joint Conference

Black Country Partnership for
Learning
30th November 2012

Welcome

Black Country Partnership for
Learning
30th November 2012

Background to the Conference

Sarah Middleton, Black Country
Consortium and Patrick Highton, BCPL

Black Country LEP
Skills Challenge – 30th November 2012

Sarah Middleton
Black Country Consortium

30 year
Vision and
4
Objectives

Education & Environmental
Skills Change

Black Country Key Sectors
Transformational
Enabling Sectors:
Sectors:

• Retail
• Advanced Manufacturing
• Visitor Economy
• Building Technologies
• Sports
• Transport Technologies
including Aerospace • Public Sector
• Business Services) • Health
• Environmental

Advanced Manufacturing: Specific Skills Gaps
• Programming Logic Computer (PLC)
•Design engineers,
programmers
maintenance fitters, skilled
• Need for Combined electronic and machine setters; need help
mechanical engineering skills with training
(mechatronics)
• Maintenance fitters
• Specific foundry skills. Many
•Graduates not work-ready
company type qualifications at Level
4 aren’t supplied locally • Finer element analysis
• CAD and CNC programming skills • The delivery of fit for purpose
training for the castings
• Electronic Design. General hydraulic
industry”
engineering

Building Technologies: Specific Skills Gaps

• Sector is facing a demographic time bomb in terms of
professional skills. RICS has introduced Associated qualifications
to take non-graduates through entry level.
• CAD Training
• Accreditation - BSI PAS91:20
• There is a need for more specialist trainers with the right skills
to deliver courses

Transport Technologies : Specific Skills Gaps

• Specialist design •Total quality control

• Production engineers • Programme and project
(cited by MOOG) management

• Engineering • Systems engineering

• Stress-testing for materials • Operations management

Business Services: Specific Skills Gaps

• Poor basic literacy and numeracy
• Customer handling
• IT Skills
• Graduates not work-ready

Environmental Technologies: Specific Skills
Gaps

• Design engineers and power engineers within heavy industries
• Process engineers with experience in waste treatment
• Computer-Aided Design and software engineers
• High-level mechanical, chemical or electrical engineers with
postgraduate qualifications
• Specialist research skills such as fuel cell technology
• Sales and marketing people with good understanding of the different
technologies
• Support with developing leadership and management skills to drive
business performance improvements

Next Steps:
 The Black Country Skills Factory
Skills Plan for the Black Country Enterprise
Zone
Black Country Apprenticeship plan
Skills Pledge
Black Country City Deal

The 14-19 Education Landscape
Steve Besley, Pearson Education

BCPL Conference.

November 2012

The changing face of 14-19 provision
• Different set of policy drivers

• Extensive reform of the qualification system

• New principles for the operation of the examination system

• Increasingly diverse and more autonomous provider system

• ‘Modernisation’ of teaching profession

• Creation of more targeted forms of accountability

• Reform and rebalancing of the funding systems

• But, some familiar challenges

2. Reforming the qualification system
Big picture

• Two challenging dynamics
– Concerns about standards, impact on learning, costs, international performance
– Concerns about speed and extent of change
• Current architecture
– An independent regulator but with a brief to maintain standards and ensure healthy markets
– A drive to simplify the qualification market but make it both more responsive and more accountable
– A continued commitment to a core programme of learning measured by exams at 16
– Emphasis on more formal methods of testing and assessment
• Leading to
– Retreat of the National Curriculum to essential knowledge requirements
– Review of exams at age 16 around core requirements
– A new quality assured model of exams at age 18
– A post Wolf model of vocational qualifications
– A surge of interest in Bacc variants
– A new set of quality ‘controls’ for apprenticeship programmes

2. Reform of the Qual System. GCSEs
• Current position
– White Paper signals reform of exam system (Nov 2010)
– Ofqual confirm changes to GCSE assessment (Dec 2011)
– Long-term concerns about GCSE reflected in controversial Mail ‘leak’ (June 2012))
– Select Committee issue Report calling for changes to exam system (July 2012)
– Pearson launch International Expert Panel (August 2012)
– Grading issues lead to Ofqual Report and calls for an Inquiry (August 2012)
– Education Committee and Ofqual Reports (Oct 2012)
• Key issues
– Modularisation; early and multiple entries; grade inflation; public confidence; grading system;
performance tables; literacy/numeracy levels; exam at 16+; global standards; iGCSE
• What to look out for
– Consultation on new design principles (Sept 2012)
– Introduction of 2 yr linear GCSE programme and new Geography specs (Sept 2012)
– Formal consultation on revisions to National Curriculum (Jan 2013)
– First SPaG assessments (Jan 2013)
– Grade boundaries for GCSE English deferred to summer series (Jan 2013)
– Regulatory requirements drafted for new EBC core subjects (Spring 2013)
– Further pronouncements on the National Curriculum (Spring 2013)
– Possible intro of new core EBC subjects (2015) and others (2016)

2. Reform of the Qual System. EBCs
1. What are EBCs
• Subject suites from current EBacc listings
• Intended to enhance qual status at age 16 and provide for progression
2. What will they look like?
• Challenging syllabuses based on preferred content
• Typically similar in size to a GCSE
• Bit like an iGCSE overall
3. How will they be assessed/graded?
• Largely end of course exam
• Clearer, more transparent grading system
• Accountability through revamped performance table system
4. Who’ll take them?
• ‘Most’ students at age 16, emphasis on Eng/ma by age 18 remaining
• School based Statement of Achievement for others
5. Who’ll design them?
• AOs through tendering process involving Ofqual, DfE
• Quals approved on a 5-year cycle
6. When will they happen?
• 2015, 2016, 2017

2. Latest research on the EBacc
• DfE/IPSOS Mori research, conducted June/July 2012, over 600 schools
• Report published October 2012
• Key messages
– Adoption of EBacc subjects now reached steady state
– Impact on some schools marginal, others adopting range of strategies
• Adjusting option blocks
• Introducing some compulsion
• Making some changes to the curriculum
• Beefing up some Depts
• Briefing parents and pupils
– Impact on subjects
• Biggest surge in numbers taking science options
• Languages often a tipping point
• Exclusion of RE still a concern
• Wider concerns about impact on other subjects and some staffing
• Two key concerns
– Dangers of sharpening school stratification
– Any potential loss of curriculum balance

2. Reform of the Qual System. A levels
3. A level developments
– White Paper signals reform of exam system (Nov 2010)
– Michael Gove sets context in correspondence with Ofqual (March 2012)
– Ofqual publish ‘Fit for Purpose’ and international benchmarking Reports (April
2012)
– Consultation proposes 9 design conditions (June 2012)
– Ofqual announce reduction in exam series and resits (Nov 2012)
• Key issues
– Modularisation; role of AS; grade inflation; resits; the A*; knowledge content;
exam questions; purpose of A level; Russell Group ‘Informed Choices’ Paper; HE
endorsement;
– Response to further consultation issues including (autumn 2012)
• Provision for annual autumn Panel to undertake comparability exercise
• Some reduction in number of separate A levels
• Confirmation of position on AS and involvement of HE
• Some changes to pedagogy and assessment, desire to import curiosity and challenge
• Emergence of ABacc model
– Small changes to assessment (Sept 2013,) possible extended roll-out of new
style A levels and A Bacc (from Sept 2014)

2. Reform of the Qual System. New models?
• EBCs
– Primarily aimed at 16 yr olds, long-term GCSE replacement
– Largely knowledge based, core academic subjects
– Offered through tendered exam process
• ABacc
– Possible IB variant to complement A level reforms
– Incorporating ‘contrasting’ subject, dissertation, community activity
• Tech Bacc
– Labour alternative for 14-19
– Conditional on L2 Eng/maths, an accredited L3 qual, ‘quality’ work experience
– Builds on Adonis thinking, informed through Husbands’ Review
• Adonis models
– A-Bacc: based on IB, create greater challenge at A level, incorporate a
contrasting subject, project, theory of knowledge, community service
– Tech Bacc: 2 levels, Eng/maths, a sector qual, formal work experience
• Wolf model
– 14-16: emphasis on core learning, streamlined voc offer, revised performance
measures, greater mobility of staff and students, diversity of providers
– 16-19: coherent programme of substantial qual; L2 Eng/ma; work placement
• Not forgetting
– IB, Welsh Bacc, Birmingham Bacc, Mod Bacc and other variants

2. Reform of the Qual System. VQs
– Wolf Review launched (Sept 2010)
– Government accepts Wolf recommendations in full (May 2011)
– Identification of perf table criteria for 14 – 16 quals (2011 -2012)
– Confirmation of position on funding and PoS for 16 – 19 (July 2012)
– Development of next generation BTECs (2011 – 2013)
– Review confirmed for perf table criteria for 16-19 VQs (Nov 2012)
• Key issues
– FL; 16+ maths; assessment instruments; perf table changes; work experience;
careers guidance; pre-apprenticeships; employer role
– Ministerial Group overseeing 16 – 19 reforms (autumn 2012)
– Further diversification of provider market (autumn 2012)
– Implementation of next generation BTEC quals (2012/13)
– Focus on English/maths provision (2012/13)
– Implementation of new 16-19 POS and funding system (2013)
– Common performance measures for post-16 providers (2013)
– Introduction of revamped PL element of Engineering Diploma (2014)
– Application of new performance tables (2014, 2017)

2. Reform of the Qual System. Apprentices
– Big policy push to grow numbers and opportunities (Nov 2010)
– Key aspect of Wolf recommendations (May 2011)
– Issues about provision of some programmes (2011)
– Announcement of Youth Contract (Nov 2011)
– Launch of Quality Action Plan (Dec 2011)
– Series of Reports and Inquiries (2012)
• Key issues
– minimum durations; Eng/maths provision; SASE; pre entry programmes; school
engagement; employer engagement
– Impact of new quality arrangements (autumn 2012)
– Flexing up of AGE (Sept 2012)
– Higher Apprenticeship consultation (Sept 2012)
– Select Committee Report on Apprenticeships (Nov 2012)
– Updates on apprenticeship numbers (autumn 2012)
– Increase in FS funding rates (2012/13)
– Publication of Richard Review (Dec 2012)
– EFA funding announcements (Dec 2012)
– Traineeships (Spring 2012)

2. Reform of the Qual System. What else?
• Disapplication of ICT (Sept 2012)

• Removal of KS4 WRL requirement (Sept 2012)

• New careers provision (Sept 2012)

• Local development of Foundation Learning programmes (autumn 2012)

• Emerging work on alternative maths quals (autumn 2012)

• Changes to the operation of the exam system (2012 on)

• UCAS New Qualification Information Systems Project (autumn 2012)

• CBI ‘First Steps’ Report on schools (Nov 2012)

• Next round of PISA tests for 15 yr olds (Nov 2012)

• Ofsted Access and Achievement Expert Panel (report due next year)

• Strategic refocusing of the DfE (2013 on)

What does it all mean?
• The Bacc emerging as template for excellence

• Learning programmes built around an extended spine of Eng/maths

• Rigour determined by volume of external assessment

• Qualification worth defined by user value rather than equivalency

• Foundation learning left to local devices

• Recognition of curriculum autonomy but outside prescribed limits

• Gradual extension of a national curriculum structure

• Transition in accountability culture

• Application of international benchmarking as lever for reform

• World class performance, joy all round

Academies Overview
Sue Reekie, Education Funding Agency

Academies
Overview
November 2012

Sue Reekie
Academies Division
South West and West Midlands

1

Academies Landscape
•Overall numbers
•Timeline
•Proportions of Academies

Overall Numbers November 2012
Type Number
Sponsored Academies 534
Schools Converting 1,923
Free Schools 79
Studio Schools 11
UTC 5
Total 2,552

*Excludes CTCs

Overall Numbers November 2012
Type Number
Sponsored Academies: 534
Primary 146
Secondary (inc. all through) 383
Special 5
Schools Converting: 1923
Primary 718
Secondary 1152
Special 52
Pupil Referral Unit (AP) 1
Subtotal: 2457
Free Schools 79
Studio Schools 11
UTC 5
Total 2,552
*Excludes CTCs

Academies by date of opening

Source: EFA/DfE list of Academies
*Includes Free Schools, UTC and Studio schools. Excludes CTCs

Sponsor Academies by date of opening


Converter Academies by date of opening

*Includes Free Schools, UTC and Studio schools. Excludes CTCs

Of maintained schools, November 2012

Not %
Phase Academy Academy Total Academies
Primary 901 15,939 16,840 5%
Secondary 1,593 1,725 3,318 48%
Special 57 910 967 6%
Pupil Referral Unit 1 402 403 0%
Total 2,552 18,976 21,528 12%

Source: EFA/DfE list of Academies (including new schools opening in September 2012) and January 2012 School Census
*Includes Free Schools, UTC and Studio schools. CTC shown as Not Academy

Of all secondary schools with 6th forms,
November 2012

Secondary Schools with Sixth
N %
Academy 1,153 57%
Not Academy 875 43%
Total 2,028 100%

*Includes Free Schools, UTC and Studio schools. CTCs shown as Not Academy. Excludes Pupil Referral Units

Of all schools, November 2012
%
Territory Region Academy Not AcademyTotal Academies
East East Midlands 333 1,697 2,030 16%
East of England 365 2,182 2,547 14%
East Total 698 3,879 4,577 15%
Lon-SE London 324 2,114 2,438 13%
South East 364 2,950 3,314 11%
Lon-SE Total 688 5,064 5,752 12%
North North East 101 1,045 1,146 9%
North West 212 2,908 3,120 7%
Yorkshire and The Humber 227 2,023 2,250 10%
North Total 540 5,976 6,516 8%
West South West 372 1,956 2,328 16%
West Midlands 254 2,101 2,355 11%
West Total 626 4,057 4,683 13%
Total 2,552 18,976 21,528 12%

*Includes Free Schools, UTC and Studio schools. CTCs shown as Not Academy.

All schools, November 2012
11 LAs with the highest % of Academies…
Darlington (65%)
North East Lincolnshire (49%)
Swindon (37%)
Slough (37%)
Torbay (37%)
Bromley (33%)
Bournemouth (31%)
Thurrock (31%)
Leicestershire (30%)
Bristol, City of (29%)
Nottingham (29%)

LAs with no Academies
City of London
Knowsley
Isles of Scilly
Hartlepool

*Includes Free Schools, UTC and Studio schools. Excludes Pupil Referral Units

Secondary schools, November 2012


Secondary schools, November 2012
18 LAs with 80% + Secondary schools now
Academies
Bexley (100%)
Darlington (100%)
Rutland (100%)
Bromley (94%)
Kingston upon Thames (90%)
North East Lincolnshire (90%)
Cambridgeshire (90%)
Richmond upon Thames (88%)
Medway (88%)
Hillingdon (84%)
Harrow (82%)
Leicestershire (82%)
Swindon (82%)
Gloucestershire (82%) 4 LAs with no Secondary Academies
Southwark (81%) Barking and Dagenham
Westminster (80%) Knowsley
North Somerset (80%) Bury
Thurrock (80%) Hartlepool

…in 43% (66) of Local Authorities, at least 50% of secondary schools are now Academies

Proportion of
secondary
schools which
are Academies
by Local
Authority.
September 2011

Proportion of
secondary
schools which
are Academies
by Local
Authority.
October 2012

Future Developments

 Funding Reform 2012/13
- working towards a national funding formula
- move to a simpler, more transparent system
- 12 standard factors (2 compulsory) + scope for optional
- School Forums
- High needs reform

 Increased freedoms and flexibilities

 DfE review

The EFA’s remit

We provide £52bn a year to fund schools and colleges to
educate children and young people in England.
To do this we:
 Fund academies directly and ensure they meet the terms of their
funding agreements.
 Fund local authorities to fund maintained schools.
 Fund sixth forms, colleges and training providers to educate 16 to
19-year-olds, and those with learning difficulties or disabilities to
age 24.
 Provide bursaries to disadvantaged young people.
 Deliver building and maintenance programmes for schools and
sixth-form colleges, including project managing new builds for
schools in greatest need.

5
2

The Wolf Report Recommendations and
Implementation 2012 – 16-19 Study
Programmes
Sue Clarke, Dept for Education –
Wolf Implementation Team

The Wolf Review
Recommendations and Implementation 2012

PRESENTATION FOR THE BLACK COUNTRY LEARNING
PARTNERSHIP CONFERENCE NOVEMBER 2012

Sue Clarke Head of 16-19 Study Programmes DfE

2010
9 Sept
Wolf Review launched

Background 3 March
Report & recommendations
2011

submitted to Secretary of State
High quality vocational education plays 12 May
a crucial role in: Government accepts all
recommendations
 improving overall educational performance;
 contributing towards economic growth; 2012
31 January
 improving social mobility; Announcement of reforms to
qualifications included in KS4
 inspiring ambition in young people. performance tables from 2014

16 March
Final list of KS4
► KEY QUESTION: qualifications approved for
2014 performance tables
How can we improve vocational
education for 14-19 year olds? 20 November
KS4 2015 list published
Consultation on KS5
reforms announced

Why the need for change?
 “Alongside the many young people for whom vocational education
offers a successful pathway into employment or higher
education, there are hundreds of thousands for whom it does not”

 “The staple offer for between a quarter and a third of the post-16
cohort is a diet of low-level vocational qualifications, most of
which have no labour market value”
 “English and maths GCSE at grades A* to C are fundamental to
young people‟s employment and education prospects”… “yet less
than 50% of students have both at the end of Key Stage 4; and at age
18 the figure is still below 50%”
 “Many of our 16 and 17 year olds move in and out of education and
short-term employment… in an attempt to find either a course which
offers a real chance to progress, or a permanent job, and are
finding neither”
Underlying these problems is an attitude that vocational education is
a second choice, easy option for the less able.

Wolf Recommendations – 27 all accepted
14-16 VQs
16-18
Apprenticeships
Curriculum

Ofqual &
Lower attaining
Qualifications
pupils
Design across a
range of
Work themes 16-18
Experience Funding

Performance
Enrolling
indicators &
students in
Vocational published
college pre-16 information
teaching
in schools

What are the needs of the labour market?
“ The labour market of today is very different from that of ten, let alone
twenty years ago. We need to equip young people to enter it successfully
and to thrive in the long term; and in too many cases we have been
failing to do so”
Alison Wolf, June 2012

• The UK has the third highest University-level graduation rate in the OECD
• 74% achieve 5 good GCSEs or equivalent (also higher than average)
• But 515,000 people aged 18 to 24 are currently out of work (17%)
• In 2011 12% of employers had vacancies (636,000 jobs).
• Vacancies for skilled trades eg electricians, plumbers or chefs were double this
• One in three vacancies due to skills shortages
• Other vacancy rates above the national average:
o Manufacturing (24% vacancy rate)
o Agriculture (26% vacancy rate)
o Social and personal service (22%vacancy rate).

The labour market in 2020
According to UKCES
• In 2012 young people are overwhelmingly represented in sales
(such as retail assistants) and occupations such as waiters and
bar staff)

• By 2020 these occupations will grow by around 140,000

• Managers, professionals and associate professionals
occupations will grow by more than 13 times this amount with
net growth of 1.9m

• Mid-skill occupations are set to decline, lessening chances of
upward occupational mobility

What will help young people get jobs?

Labour market analysis suggests the likelihood of a young
person securing employment is based on:

• Professional qualifications
• A degree or other tertiary qualification
• Academic Qualifications – GCSEs, A levels,
recognised vocational qualifications (mainly at level
3)
• Qualifications secured through work
• Basic skills - maths and English, GCSE,
• Work experience

Smaller Level 1 and Level 2 qualifications have no, or a
negative impact, on the likelihood of young person securing
employment

Priorities for change
Matthew Hancock: “For vocational education to be valued and
held in high esteem we must be uncompromising about the value
added of vocational education.”

Four priority areas:

 Apprenticeships

 Traineeships

 Vocational qualifications

 Minimum standards

Qualifications reform: aims and
methodology
DfE reforms to vocational qualifications aim to:
 raise the quality of vocational qualifications and give students
and employers confidence that qualifications are of proven
occupational value.
 encourage schools, colleges and training providers to focus on
qualifications which meet urgent labour market demand for
occupational skills.

DfE will achieve these aims by:
 reforming performance tables to incentivise uptake of high-
quality, rigorous qualifications
 working with employer-led groups and awarding organisations
to develop qualifications that meet skills shortages

KS4 Performance Table Reforms
 We are reforming performance tables, to remove Number of
the perverse incentives that devalue vocational qualifications that will
education. count in the school
 From 2014, all non-GCSE/iGCSE qualifications performance tables:
have to demonstrate a tough set of
characteristics to count. 2011:
 Only 4% of current qualifications demonstrate
these characteristics. 3175
 Schools will remain free to offer other
qualifications accredited and approved for 2014:
teaching to 14- to 16-year olds.
 We are also reforming equivalences, so that from 140
2014, one will count for „one‟ in the tables.
 A maximum of two qualifications per pupil that
2015:
are not GCSEs, established iGCSEs or AS levels
will count. 11
7

Study Programmes for 16-19 year olds
Aim:
‘breadth, depth and progression into higher education, further study or skilled
employment without unduly limiting options’

Main features:
„coherent, well thought out study programmes‟ should be governed by a set of principles
relating to content, structure, assessment and contact time, and:
• not be wholly occupational
• include at least one qualification of substantial size which offers progression into
education or employment
• include high quality work experience or internships (where appropriate) and non-
qualification activity, for example tutorial time, study skills and other enrichment
activities
• include GCSE A*-C in English and/or maths or qualifications that lead towards
this level, for students who have not already achieved them.

Vocational Qualifications for 16-18 year olds
All students will take a „substantial‟ qualification: A level or a
substantial Vocational Qualification

What?

• Comparable size, challenge and rigour to A levels

• Proven progression record

• Recognised by Higher Education Institutions

Occupation-specific qualifications:

• Supported by national employers

• Meet the need of local employers and the local labour market

16-18 (KS5) Performance Table Reforms

The Government is planning to consult on major reforms to the
provision of post-16 technical and vocational education. The
reforms will:

 end the practice of counting A levels and vocational
qualifications as „equivalent‟ in performance tables.

 limit the number of 16-18 vocational qualifications that can
count in performance tables.

 introduce new minimum standards for all schools and colleges
for 16-18 year olds.
.

Post-16 Vocational Education

Proposed reforms:

• Establish two categories of vocational qualifications – more „general‟
vocational qualifications and „occupation-specific‟ qualifications
• End practice of counting different types of qualification as „equivalent‟. Report
performance in those types of qualifications separately, and alongside
performance in A levels and academic qualifications
• Require vocational qualifications to meet rigorous standards in order to be
counted
Next steps
Publish list of List comes into
Consultation qualifications that effect for courses
(early in New meet rigorous taught from
Year) standard (autumn September 2014
2013)

Jan 2013 – 2012 KS5 Jan 2014 – 2013 KS5 Jan 2017 – 2016 16-18
performance tables performance tables PTs report A level and
report A level report A level and VQ 2 categories of VQs
performance performance separately, no
separately, as well as separately, no combined measures.

Expansion of work experience
Our priority is to ensure that students are offered high quality
and meaningful work experience as part of their
post-16 education

• In line with Wolf recommendations, we believe 16-19 year olds
would benefit more from work experience than younger students,
where it will have more relevance to their post-16 vocational
studies and is better placed to prepare them for employment or
higher education. We are committed to supporting schools and
colleges in achieving this aim.

• We need to ensure that employers are on board and there is
better provision and supply of work experience from September
2013 when work experience will form an integral part of the 16-19
Study Programmes.



What defines good quality work experience?
Evidence suggests that the following components contribute to a
meaningful experience for the student:
• Purposeful, substantial, offers challenge and is relevant to the young
person‟s career aspirations.
• The individuals are matched to employers according to their interests
and/or career aspirations.
• Serves a real business need for the employer; the time spent at the
employer is structured and planned and provides tangible outcomes.
• Managed well under the direction of a supervisor to ensure that the
student feels supported and obtains a genuine learning experience
suited to their needs.
• Up-front clarity about roles and responsibilities and the expectations
of the student and employer.
• It is reviewed at the end: the employer provides some form of
reference or feedback based on the young person‟s performance

English and maths – opportunities and
challenges
Professor Wolf recommends:
“All young people should get a Level 2 in English
and maths by 19 to ensure effective progression to
further education or employment”

• Until 2015 all students will be expected to take or
work towards GCSE A*-C in English and/or maths
as part of their Study Programme if they have not
already achieved this with the aim of achieving these
qualifications by age 19.
• Funding conditions will enforce the inclusion of
teaching of English and maths in Study Programmes.
Functional Skills and FSMQs qualify for these
conditions.

Measurement and Accountability
• Reformed 16-18 performance tables will provide clear and easily
understood measures of the achievements and progress of
students attending each school or college. In future these will
also capture student retention.

• A new inspection framework has been published. From
September 2013 particular attention will be paid to the quality and
coherence of students‟ study programmes and their
appropriateness in providing a route onto further or higher
education or employment.

• Robust minimum standards will be introduced. All post-16
providers will be required to meet minimum standards of
performance. Institutions which fail to meet these will face robust
financial penalties, intervention and ultimately closure.

Minimum Standards for 16-19 Providers
 DfE will introduce a clear and transparent 16-19 process for
identifying underperformance that will apply to all maintained school
sixth forms, Academy sixth forms, 16-19 Academies, UTCs and
Studio Schools, Sixth Form Colleges and general FE colleges based
on their performance in 2011/12.
 There will be two triggers that will identify if a school or college
delivering education or training to 16-19 year olds is
underperforming. These triggers are:
- Receiving an overall Ofsted judgement of inadequate (or, in the
case of a maintained school 6th form or an Academy 6th form if the
narrative assessment of the 6th form states the 6th form is inadequate);
or
- Falling below the National Minimum Standard set each year.
The national minimum standards will use separate measures for
performance in A levels and vocational qualifications.

Five Year Timeline
2011/12 2012/13 2013/14 2014/1 2015/1 2016/1
June Sept Jan - Mar Sept Jan - Mar Sept
5 Jan - Mar
6 7
Jan - Mar
2012 2012 2013 2013 2014 2014 2016 2017

Announcement - New Revised Study Teaching of New A 16-18 Maths and
study common 16-18 Programme English and levels start performance English EBC
programmes and inspection performance and funding maths to be tables taught post-
funding reform framework tables Reforms becomes a taught including 16
in place Introduced condition of destinations
Summer
funding Maths and
Spring Sept
2012 2013 English 2017
New 16-18 Conditions
performance of Funding
tables Introduced EBC taught at KS5
Education Employment
destinations destinations EBC taught
published as published as at KS4
experimental experimental New Qualifications,
data data. All students being taught and
offered courses all new
based on study accountability
programme measures available
principles

The 16-19 Funding Formula Review
from 2013
Geoff Daniels, Projects Director
Education Funding Agency

16-19 Funding Formula
Review for 2013
Black Country Partnership for Learning
30th November 2012

Geoff Daniels
Education Funding Agency

A new paradigm

Raising
Participation Study
Age programmes

Funding
per
student

Study • Students will take either academic
programme or a substantial vocational
Programmes qualification recognised by employers –
these must help them secure skilled work
or a university place

Raising • Where appropriate students will also take
Study part in work experience
Participation
Age programmes
• Students who don‟t have GCSEs grade C
in English and maths at 16 will continue
to study these subjects
Funding
per • Students who aren‟t able to study a
student substantial qualification will take a
programme of work experience and
continue to develop their numeracy and
literacy skills

The new 16-19
funding formula

( Student
Numbers
National
Funding Rate
per student
Retention
Factor
Programme
Cost
Weighting
Disadvantage
Funding
) Area
Cost
Allowance

Total
Programme
Funding

High Needs
Students (HNS)
The place – EFA Funded
• Element 1 This is the standard 16-19 Funding Formula as just
described – it is based on lagged student numbers – this aspect rolls on
from year to year.
• Element 2 This is the first £6,000 of additional support – numbers are
calculated based on information provided by the local authority about
the number of places it is going to commission from each institution and
the EFA adds £6,000 for each place to the allocation – completing the
place funding.
The Plus – Top up Funding – LA Funded
• Element 3 any funding the individual requires above the first two
elements is negotiated and agreed with the student‟s home LA

? ? ?
Formula High Student
TP from
Protection Needs Support
11/12
Funding Students Funding

Emerging Themes from
Provider feedback
 Shadow Allocations and tool kit welcomed and clear
 Impact of Programme Cost weightings for some occupational
areas
 540 hours participation too high for second year A level students
 Single rate is insufficient for some Large Programmes
 Movement of high cost ALS to LAs needs longer planning time
 Clarity needed on activity that will count for funding purposes
 Want to see the audit guidance

Student
i Needs
Support
Students
Funding

Reducing Bureaucracy

• New funding formula simpler to operate and
transparent
• Reduction in quantity of data required
• Aligning data requirements across sectors
• Reduce time taken to approve qualifications
• Reviewing Audit

“What Employers Want to See for the Training and
Development of Young People and Upskilling of
Employees – and is it happening?” - The Skills
Pledge
Vicki Wilkes, Managing Director,
Phoenix Calibration Services & LEP
Board – (Employment, Education
and Skills)

What Employers want to see for
the Training and Development of
Young People and Employees

Vicki Wilkes
Phoenix Calibration & Services Ltd

Phoenix Services

• Small, privately owned, advanced engineering
company
• Design and build bespoke hydraulic testing
machines
• Established March 2003, investing, expanding
and recruiting for nearly 10 years

Phoenix Services
• Jobs at our company include
– Administration
– Mechanical / electronics design engineer
– Hydraulic fitter
– Software engineer
– Electronics engineer
– Service and calibration engineer
– CNC operator

Phoenix Services
• Employee backgrounds include

– Degree
– Traditional apprenticeship
– Modern apprenticeship
– No formal qualification

Barriers to growth?

• Ability to recruit suitably skilled and motivated
people
• Access to suitable training for existing staff
• Supply chain problems
• Ageing workforce

What do we want?
• Well informed young people
– What career options are there for me?
– What qualifications do I need?

• Well informed careers advice
– Staff who have access to a wide range of
employers and understand the needs and options

What do we want?
• Young people prepared for the workplace

– Discipline and behaviour
– Flexibility
– Initiative and desire to learn

What do we want?
• Access to information

– Where do I go to recruit an apprentice?
– How much flexibility is there in the framework?
– How does progression work?
– Where do I go to actually get the training?

What do we want?
• Access to information

– Where can I go to get a member of staff trained
for core skills?
– How long will it take?
– Can I get a bespoke service if required?

Is it happening?
• Not yet
– Employers are not currently able to recruit young
people with the skills and motivation we need
– Difficult to access information and training
– Promising developments with UTC, Dudley College
CAM proposal
– Recognition that we are working towards the
same single outcome – growth of the economy

One Positive Outcome: the Black Country economy will grow by £5.9bn.

3 reasons to do them: 3 reasons to do them:
•You will help all young people reach their potential •You will help someone reach their potential
•You will help tackle child poverty •Your business will benefit
•Your local economy will grow raising aspirations and attainment •The economy in which you do business will grow

Education: 5 things to do: Business: 5 things to do
1.Invest more in ‘Work Skills’ 1.Invest more in skills
2.Buddy a school to build best practice 2.Mentor a budding entrepreneur
3.Build links with business 3.Build links with education
4.Offer structured and supported work experience 4.Offer work placements to young people and unemployed
5.Deliver impartial IAG 5.Employ an apprentice/s
Primary and Secondary Schools

Micro, small and medium sized
(inc’ 16-19 in Special Schools)

/Engineering (STEM Sectors)
(inc Higher Apprenticeships)
Apprenticeship Providers

High Value Manufacture
and Sixth Form College
Foundation Learning

Strategic Comapnies
(i54 and Darlaston)
Higher education
(inc’ AEP / PRUs)

Enterprise Zones

Priority Sectors
employers
Colleges

Education and skills providers Employers

Thank You!!
• Thank you for listening

– Any questions?

‘Universities, Industry, Schools and Colleges
Working in Partnership’ – UTCs in the Black
Country – A Case Study of Technical Skills
Chris Hilton, Principal, Black Country
University Technical College, Walsall

The First Year: Meeting our
Goals with Employers

Mr Chris Hilton, Principal
Black Country UTC

Our Mission
“Bringing Engineering and Science to life”

“ Proud to be the very first school to carry the title:
„University Technical College‟. Our greatest passion is
bringing engineering and science to life; our greatest
legacy is the talent of our learners: skilled, professional
and enterprising.”

Major Employer Partner: Siemens
“UTCs create a route for technician engineers with
practical skills that can be more readily used in the
workplace. They give students an early career
focus to help engender engineering aspiration
through specialist teaching and equipment.

Siemens UK fully supports the UTC ethos and
vision and is delighted to support the forthcoming
Black Country UTC, investing in the skills of the
future.”
Brian Holliday, Divisional Director , Siemens UK

Our Strategic Partners
• Lead Sponsor: Walsall College
• Co Sponsor: The University of Wolverhampton
• Major Employer Partner: Siemens
• Wider Business Links: Over 50 employers
• Identified Skills Priorities for the region and sub-
region

Achieving Educational Transformation
1. Inspirational Leadership with high expectations
2. Innovative Curriculum
3. Holistic learning experience
4. Inspirational learning environment

Strong experienced leadership

• Skilled Governors
• Experienced Executive Leadership team
• Directors of Subject
• Industry mentors/Student mentors
• Comprehensive Staff induction- Industry focus

Employer Partnership Updates

• Siemens have quarterly reviews related to our development
• Employers regularly meet on the site led by our employer
engagement appointment
• Resources and Training

Curriculum Development
• The English Baccalaureate – English, Mathematics
Science, German (Business orientated) and History
(Related to Engineering )
• Sciences GCSE courses (Triple)- A Science route….
• Meeting the standards agenda
• Supported by the Engineering Diploma – Developing
the technical, vocational and skills based curriculum
• What is the future of the diploma?
• What will the curriculum look like?

Curriculum
• Principles designed with employers partners ‟
• Integrated project led approach- (Development time
needed)
• What about the core?
• Pre 16: Optional subjects: History or Business
• Post 16: 12 Optional courses
• Qualification development with ASFI and other
accrediting bodies
• Pre –Apprenticeships and Apprenticeships Level 2 and
3

Curriculum with partners: Key Stage 4
• Haughton Design – Design an entertainment
system for children and young adults for use in a
hospital environment.
• Sandvik – Manufacture an accurate component
from the system designed in project 1
• ZF Lemforder – Produce 5 finished components
using CNC machining operations
• Siemens – Design and produce a system for the
automation of heating and lighting control within a
given building

Curriculum with partners– Post 16
• Stratasys – Suggest product improvements through
the use of rapid prototyping, additive manufacturing
and thermoplastics.
• Finning – Carry out diagnostic maintenance on a
caterpillar excavator to include oil analysis, MTTF
rates and detailed measurement.
• South Staffs Water – Assess the impact of
engineering on the environment including analysis of
water, air and soil.
• Chamberlin – Produce components using casting
processes with explanations of the structural change
to the material

Holistic learning experience
• Induction
• Learning Companies
• Student Executive Board
• Managing Directors
• The WOW factors
• Enrichment for all
• The Black Country UTC graduate scheme
• Development and recording of employability skills
• The UTC term and day structure

Vision working with employers
• An ethos of „Skilled, Professional and Enterprising‟
• Linked to local and regional regeneration priorities
• Reinvigorating Black Country engineering / manufacturing
heritage
• Employers to play a strategic role in delivery
• Strong links to partner institutions and local schools
• Strong professional STEM networks
• Learning companies supporting commercial exposure

Ethos
• Extended School Day – 8:30am to 5pm
• 5 term year
• „Real-life‟ Project briefs
• Employability and Enterprise
• Work experience
• Industry exposure
• Progression to Sixth Form/University/Apprenticeships
• Increased employment opportunities

Our approach
• Awarding Bodies approached
• Siemens Technical Academy Germany
• Matched Employers to Diploma Units
• Development team
• Project Briefs
• Consultation
• Assessments
• Mapped across other subjects

Project Sponsors
•

Principal Learning Units – Advanced Engineering Diploma – Level 3
F556: F557: F558: F559: F560: F561: F562: F563:
Mathematical
Engineering Applications of Selection & Instrumentation Maintaining Production & Innovative Techniques &
Businesses & Computer Application of & Control Engineering Manufacturing Design & Applications for
Engineering Engineers
the Aided Engineering Systems Enterprise F564:
Environment Designing Materials Scientific Principles
& Applications for
Engineers

Resource Funding
• Employer Advice
• Educational / Industrial
• Value for Money
• Sustainable
• Sponsorship
• Discounts
• Technology Leasing

Learning Environment
• Designed like the work place
• Consultancy with companies re the new design
• Corporate image
• Uniform branded by Siemens and the Baker Dearing Trust
• The UTC way, consistent language, consistent expectations
for all
• Designing the new build and refurbishment

Glass partitions to highlight the Central “hub” for access to different Rooms to follow a logical order,
interdependency between processes, areas of the Technical Centre. reflecting the movement through the
skills and technology. Design CA design and manufacturing process.
D
Prototype
Mechatronics

Manufacturing

Changing
facilities

Production
Science and engineering stores to Changing facilities are
share a central preparation area located at the entrance
and stores. This will ensure to each workshop to
maximisation of resources and ensure adequate PPE is
reinforce the link between the two worn at all times.
specialisms.

‘Giving Employers What They Want
– Further Education College Case
Studies - Linking with Employers
Mike Hughes, Faculty Director, STEM,
City of Wolverhampton College
Advanced Manufacturing – Working with
Jaguar Land Rover

Working With Jaguar Land
Rover.
And others!
Mike Hughes
Director of Learner Responsive &
HE

About us
• General FE college in The Black
Country's only City.

• The first college to gain TQS status part
A at our first attempt.

• Our engineering facility is on a heritage
site !

We have invested in
Engineering
• For 2009 / 10 we invested:
• £530, 000 on Motor Vehicle and Body
and Paint Facility.
• £175,000 on Welding and Fabrication.

• For 2011/12 we invested:
• £475,000 in The Engineering Learning
Zone.

Our Engineering and
Manufacturing Learners
2011/12
• 332 Full Time Learners L 1 to L3.
• 243 Part Time Learners L1 to L3.
• 65 Learners on HNC / HND.
• 136 Apprentices in Learning with 68
companies.
• Deliver Technical Certificates for 5
partner training providers who have
68 learners.

JLR Journey
• Contact to our customer services in Feb 2012
asking if they could arrange an informal meeting –
they didn't want to meet the Principal.
• End of May invited tender for Apprentice
provision – I54 Engine Plant
• Bid complete 8th June
• Presentation 15th June- Informed by 25th July of
the outcome.
• 20th August Feedback on tender -Decision
meeting!
• 8 apprentices started with us 1st October.

The Engineering Learning Zone.
• New concept in engineering and
manufacturing training.
• The learning zone areas run as cells.
Learners are taught skills and processes
including Lean Manufacturing , CAD /CAM
and Fluid Power.
• Not a new replacing old workshop.
• Development driven by Industry Partners
and SEMTA supported.
• Supports Learning from L1 to L5.

A Workshop that was opened
on April 6th 1962

Learning Zone opens 12th
October 2012

NEW Challenge with JLR
• Secure the training contract for the
estimated 600 operatives .
• Help the people of Wolverhampton to
• Develop engineering and
manufacturing skills.
• Plant begins production Sept 2014.

Working with the Royal Bank of
Scotland
Mark Kent, Deputy Principal King Edward
College, Stourbridge – Business Services

FINANCE BACCALAUREATE

Sponsored
by

BEGINNINGS OF THE PROJECT

 Staff at King Edward‟s met with RBS Head of Global Recruitment in
2010-11 to discuss a new curriculum initiative.

 The bank were keen to develop opportunities for bright A level students
from diverse backgrounds with the potential to be successful in a
career in finance.
 RBS commissioned a research project during 2011-12.
 Mathematics in Education & Industry (MEI) and the Institute for
Financial Studies (IFS) developed L4 materials, piloted at K.E.

 RBS supplied an immersion day
 A sample of universities and schools/colleges were visited plus DfE
and papers submitted to parliamentary select committees.

WHAT DOES THE FINANCE BACCALAUREATE INVOLVE?

 Students undertake at least three A levels, which include Maths
and finance-based A levels, such as Economics

 A programme of maths and finance-based work at level 4

 The programme involves class-based and computer-based
activities

 Attendance at „finance-based‟ enrichment activities, such as
careers advice relating to banking and finance

 Taking part in an „immersion visit‟ such as at the Royal Bank of
Scotland headquarters in London

WHO IS THE FINANCE BACCALAUREATE AIMED AT?

An academic vocational „umbrella qualification‟ intended for:

 High calibre A level students
 with an interest in finance
 who are studying Mathematics and finance-based subjects
such as Economics, Business Studies and Accounts.

 Students who are keen to extend their learning
 want the challenge of first year undergraduate work, Level
4 modules
 are keen to be involved in finance and maths-based
enrichment activities
 are able to express themselves in reports and projects,
such as the EPQ

PROJECT OUTCOMES:

The Students

WHAT DID THE STUDENTS THINK?
During the course . . .

“As I am intending to enter the finance industry, it
was a good insight into the sort of mathematical
operations I might be doing. The calculations were
tough however, but I‟m sure with more time studying
the course the calculations wouldn‟t seem too bad.”

“The economic topics helped, as
I was learning the topics in my
business studies lessons.”

“I felt the additional information provided in
email attachments was very helpful in
allowing me to complete the assignments
and learn about the topics being covered
and how maths is used in finance.”

WHAT DID THE STUDENTS THINK?
At the end of the course . . .

“Overall a very good course and I would
recommend to other Economists/Maths
students.”

“I found the course interesting and
would recommend it to future
students.”

“The topics covered were enjoyable with good links
to current issues and would be good for other
students.”

FINANCE BACCALAUREATE: THE „IMMERSION
DAY‟ AT

Time Session
10:30 Registration
10:30 – Welcome to RBS, Global Banking and Markets
10:45
10:45 – Current State of Global Economy – Given by a current RBS economist
11:30
11:30 – Break
11:40
11:40 – Next Steps – What do the students need to do in order to be successful in
12:15 securing graduate roles in finance in the future.
12:15 – Networking Lunch – Students will informally meet with graduates from different
13:00 areas of the bank.
13:00 – First Rotation
14:30
14:30 – Break and transition to second rotation
14:45
14:45 – Second Rotation
16:15
16:15 – Mike Maddick, Head of RBS Global Recruitment. Feedback
16:45

„IMMERSION‟ DAY AT THE ROYAL BANK OF SCOTLAND,
29TH February 2012

STUDENT FEEDBACK
Immersion Day at The Royal Bank of Scotland, 29th February
2012
“I have nothing but praise for the day and am
extremely grateful for the opportunity presented to
me. I would 100% recommend this course to anyone
who is thinking of pursuing a career in finance.”
Omar Aftab

“I really enjoyed the day which provided a
brilliant insight to RBS and I would definitely
“The best thing about the day
recommend it to anyone who has an
was being allowed on the trading
interest in finance. The trip exceeded my
floor, which was very exclusive.
expectations and has definitely left me
RBS were also great by allowing
considering applying to RBS' Graduate
so many staff the time to give us
recruitment programme. ”
advice on their careers. ”
Daniel Carrington-Foster
Robert Dunn

PROJECT OUTCOMES: SCHOOLS AND COLLEGES
 A number of sixth form colleges and grammar schools involved in
research.

 Students and staff at all levels were surveyed.

 All were positive about the potential opportunity and some students
wanted to start straight away!

 Staff were positive about the direct application to student progression,
low-cost nature of delivery, links between subjects and level of
challenge.

 Some staff were concerned about their ability to teach the Maths
elements.

A HEADTEACHER‟S VIEW

„It appeals to a distinct group of students who are
leaning towards Mathematics and Economics.
A great way to give these very talented
students something more – a distinct area that
is not catered for and the basic structure of
Maths and one of Economics and Business is
brilliant and would meet a lot of students needs.‟
[Lawrence Sheriff School]

A HEADTEACHER‟S VIEW

„„the students are quite savvy, they will only do extra
work, if they think it will result in something.
If this is seen as a way to get into a city job and it
gives students the chance to network very early on,
that is a major attraction
…I think having access to people in the banking
sector and a different „type‟ of work
experience…having targeted careers advice, by the
people who are there and are doing the job, that is
also a key factor…”
[King Edward VI Aston School]

UNIVERSITIES‟ VIEWS

„With regard to admissions teams at
‘The Accounting and Finance universities, you have certain
courses, such as at Warwick universities that are looking for
University, are likely to be motivation as much as anything else
particularly interested in and the fact that students have gone
students taking this down this sort of route would indicate
qualification’ they are keen to do it…‟
[Cambridge University] [Birmingham City University]

„The Finance Baccalaureate provides a good
mixture of stats, maths, economics and finance
(theory and applied).‟ [Leeds University]

FINANCE BACCALAUREATE YEAR 2: 2012-13

 Research well-received by RBS who agreed to fund expansion over
two years.

 Now 100 students approximately in 3 schools and 3 colleges

 3 other colleges and possibly 2 schools to join in 2013-14

 Finance Conference in March with Leeds University, LSE and RBS
providing sessions
 MEI working with OCR to formally accredit L4 materials

SOME OF THE ORGANISATIONS INVOLVED

The next slides show the variety of institutions
taking part currently or from 2013-14

SCHOOLS INVOLVED IN THE FINANCE
BACCALAUREATE
„Outstanding‟ Midlands schools including:

 King Edward VI Handsworth School

 OFSTED rated „outstanding‟ 2005 and 2008. Continually ranked in the
top 20 state schools for A Level results.

 One of the seven schools, which make up the prestigious group of
schools within the King Edward VI Foundation in Birmingham.

BACCALAUREATE

King Edward VI Handsworth

 King Edward VI Handsworth School is a multi-ethnic, selective school
for girls

 900+ pupils

 The school is a Specialist Performing Arts & Science College.

Strong links with other „outstanding‟ schools

BACCALAUREATE

 Lawrence Sheriff School

 OFSTED rated „outstanding‟ 2005, 2007 and 2011

 Ranked top in the country for GCSE results for 3 of the past 4 years
(2008, 2010 and 2011)

BACCALAUREATE

Lawrence Sheriff School

 A selective school in Year 7 with a non-selective sixth form

 870 pupils

 300 high calibre students in the sixth form


COLLEGES INVOLVED IN THE FINANCE
BACCALAUREATE
A network of „outstanding‟ Midlands sixth form colleges led by:

 King Edward VI College, Stourbridge

 OFSTED rated „outstanding‟ 2006 and 2009

 One of the leading A level sixth form colleges.

 One of the country‟s highest „success rates‟ of any sixth form colleges

BACCALAUREATE

King Edward VI College, Stourbridge

 The college is a „Beacon College‟

 A national reputation for outstanding teaching and learning

 1665 sixth form students

Strong links with other „outstanding‟ colleges

BACCALAUREATE

A network of „outstanding‟ Midlands sixth form colleges supported
by:

 Joseph Chamberlain Sixth Form College

 OFSTED rated „outstanding‟ 2008
 Queen‟s Anniversary Prize, 2007
 Prime Minister's Prize for best public building in the UK

BACCALAUREATE

 Joseph Chamberlain Sixth Form College

 2000 students including adults
 97% of students from an ethnic minority background
 Outstanding work in raising students‟ aspirations and progression to
universities.
 Inner city college
 High levels of deprivation


BACCALAUREATE
A network of „outstanding‟ Midlands sixth form colleges supported
by:

 Hereford Sixth Form College




 The sixth form college for Hereford city and the surrounding area.

BACCALAUREATE

Hereford Sixth Form College

 The College regularly gains one of the highest A level points
score per entry of sixth form colleges

 For the last 3 years, one of the best colleges in the country
for value-added examination results.

 1800 sixth form students


BACCALAUREATE

 King Edward VI Aston School

 The school is a Specialist Sports College.
 One of the seven schools, which make up the prestigious group of
schools within the King Edward VI Foundation in Birmingham.

BACCALAUREATE

King Edward VI Aston School

 King Edward VI Aston School is a multi-ethnic, selective school for boys

 780 pupils

 250 high calibre students in the sixth form


OTHERS INVOLVED

A number of other institutions are or will be taking part:

 King Edward‟s Handsworth (started 2012-13)

 Alcester Grammar (started 2012-13)

 Hills Road Sixth Form College (probably from 2013-14)

 Winstanley Sixth Form College (from 2013-14)

 Farnborough Sixth Form College (probably from 2013-14)

WHY YOU SHOULD BE INVOLVED: COLLEGES/SCHOOLS

 Supports student progression and encourages high aspiration

 Improves IAG

 Cost effective to run

 Effective marketing for your institution

 The project has the support of :
A major bank, government ministers (mentioned in parliament and
at select committees), MEI, IFS, some Russell Group and other
universities

HOW CAN YOU BE INVOLVED?

 Send students to one of the participating centres for the level 4
tuition.

 Offer to host a group at your school/college.

 Share finance business contacts to help develop the network of
immersion day providers.

 Send students to the finance conference in March (places limited)
or put on a similar event.

WHY STUDENTS SHOULD TAKE THE FINANCE
BACCALAUREATE
It provides an opportunity to: It is used in their university and
employment applications to:
 Develop their maths skills  indicate their academic
strength in their UCAS personal
 Develop their understanding statement
of organisations such as yours
 show they are motivated and
 Meet the challenge of first hard working
year undergraduate work
 highlight their preparation for
 To aspire and see graduate university
recruits in their working
environment  show employers their
increased readiness for the
 Gain an insight into career world of work
opportunities

WHY BUSINESSES SHOULD SUPPORT
THE FINANCE BACCALAUREATE
It is an opportunity for businesses to:
 Be involved with a new curriculum development supported by the
Royal Bank of Scotland
 Be involved with a network of „outstanding‟ schools and sixth form
colleges
 Provide support for the very best students in state education
 Have direct access to the most able sixth form students
 Identify highly motivated students as potential recruits
 Provide opportunities for students who may have low aspirations
and feel socially excluded

HOW COULD BUSINESSES SUPPORT
THE FINANCE BACCALAUREATE?

 Provide students with the opportunity to have an
„immersion day‟

 Provide careers advice for graduate recruits or the most able 16-
18 year old students

 Become involved in the future development of the Finance
Baccalaureate

 Provide financial support to the schools and colleges, enabling
them to develop this qualification further

IMMERSION DAYS

Provide students with the opportunity to have an „immersion day‟

 Between 15-20 students from one of the schools or colleges

 1 day, or more, based within the organisation

 Students linked up to graduate recruits and senior managers

 Opportunity for the students to gain a high quality insight into „how
do I go from here to get to where you are there...‟

 An opportunity to spot high quality recruits for the future

CAREERS ADVICE

Provide careers advice for the most able 16-18 year old students

 Advice on how to enter the finance industry as a career

 Opportunity to visit some of the best schools and colleges in the
country

 Tailored advice for high calibre students, who may be your recruits
of the future

INFLUENCE CURRICULUM DESIGN

Become involved in the future development of the Finance
Baccalaureate

 Play a part in developing the new qualification

 Join in the discussion of „what students should know about the UK
financial sector‟

 Help us to refine the skills of some of the best mathematicians and
financiers of the future

 Have your say and be a part of this exciting curriculum
development

FINANCIAL SUPPORT

Provide financial support to the schools and colleges

 Funding needed to deliver the qualification in other „outstanding‟
schools and colleges

 Funding needed to update the content of the Finance
Baccalaureate, so that it remains current and up to date

 Funding needed to train the new staff involved in the Finance
Baccalaureate

 An opportunity for the private sector to support the very best
students in some of the outstanding schools and colleges in state
education

HOW CAN I FIND OUT MORE ABOUT
THE FINANCE BACCALUAREATE?

Contact
Mike Deasy, Head of Faculty
mtd@kedst.ac.uk
OR
Mark Kent Deputy Principal
mark.kent@kedst.ac.uk
at
King Edward VI College,
Stourbridge

Academy Status – Responding to
the Needs of Employers
Lesley James, Director of Business Strategy,
RSA Academy Tipton – Working with Caparo
Industries

Transforming learning, transforming lives

Responding to the needs of
employers
Working with Caparo and others

The Curriculum

Key Stage 3 – Opening Minds
Key Stage 4 – the competences
Key Stage 5 – the competences (IB
Learner Profile)


Post-16

3 pathways: IB Diploma, IBCC, Vocational

The International Baccalaureate Career
related Certificate (IBCC):
Internationally recognised combination of
rigorous academic study plus high quality
vocational courses


IBCC

2 or 3 IB Diploma courses
1 or 2 vocational courses (BTEC
nationals)
IBCC Core (C&S, Approaches to
Learning, Reflective project)
1 language

= 400 UCAS points


IBCC Vocational Courses:

Art, Health & Social, ICT, Sport, Business
Studies, Engineering, Hospitality &
Catering, Music Technology, Performing
Arts.

All vocational courses within the IBCC must
have industry links and participation.
Plus, the reflective project must be based
on one of the student‟s vocational study
areas.

Working with Caparo:

Input to the curriculum (Engineering and
Business Studies) to help students
complete units of study
Visits
Caparo staff in the classroom
Authentic case studies, project set
Caparo Breakfasts @ the Academy,
students present


Available for Academy students:

Apprenticeship programmes
1 fully funded university scholarship
Prizes
Caparo Engineering Student of the Year


Panel & Plenary session
‘Ways into Work’
chaired by Kate Shoesmith – Director of
Policy and Corporate Affairs, City and Guilds,
focusing on key priorities for participants,
reactions to inputs and recommendations

Thank You
Slides and related information will be
available on the BCPL website
www.bcpl.org.uk

BCPL Autumn Conference 2012

Recomendados

Recomendados

Mais conteúdo relacionado

Destaque

Destaque (10)

Semelhante a BCPL Autumn Conference 2012

Semelhante a BCPL Autumn Conference 2012 (20)

Último

Último (20)

BCPL Autumn Conference 2012

Notas do Editor