1. Implicationsfor Teaching and Learning of the 14-19 curriculum M Das 1

2. Shift in Education Government inspired to raise aspirations of children Schools encouraged to provide new pathways to students like diplomas to give maximum choice to the pupils 2

3. Educational Approaches Traditional academic route eg. GCSE, A levels, O levels Vocational qualification used as a way to offer social inclusion to the less able Creating a two tier system 3

4. The need for reform • Too much stress on assessment Too many vocational qualifications did not meet the needs of learners, higher education or employers 4

5. Productivity and Skills Shortage Students coming out of school lack functional skills like English and Maths. Shortage of soft skills 5

6. Tomlinson Report14-19 education agenda Attempt at creating a unified framework of achievement and qualifications post-14 An advanced, or level 4 diploma, whether achieved by academic or vocational route, with equal standing to provide the gateway to further, degree-level study 6

7. The Diploma Approach ‘Diplomas give students much more choice and flexibility by introducing them into an industry in a much broader way’. 7

8. White Paper Adoption of parts of the Tomlinson report Retain GCSE and A-levels, with a 3-level diploma for vocational studies Retain tests of’ functional literacy and numeracy for all students’ Make A-levels more stretching with a higher grade to differentiate between the top students (The last Education Secretary, 23rd Feb 2005) 8

9. Choice for students A national entitlement that every young person will have access to each of the 14 lines of Diploma learning: The first four- 2008 The second four - by 2010 All 14- by 2015 To offer maximum flexibility and option to students Schools encouraged to form part of a consortium and offer diploma students ‘subjects of their choice’ 9

10. Twenty First Century Skills Revolution in technology Students (digital natives)- most of the secondary students would have used computers in school since year one Teachers focus on preparing them for their futures 10

11. Teaching and Learning A- levels not appropriate for every pupil Students fulfil their potential through various new routes offered to them Diplomas to allow teachers to train students in a more ‘applied’ way Peter Henshaw (Editor of SecEd) - ‘shift is happening but there is a long way to go’ 11

12. New Pathways Bringing the workplace into the classroom Linking schools with employers and asking them to get involved in designing the course Restrictions imposed by national curriculum to be relaxed Parental view to be changed that A- levels are perceived as safer routes 12

13. The 14-19 Options an example 13

14. Benefits of the Diploma Students get time to explore the world of work. A learner at 14 might be more turned on when it is related to the world of work Not for the intrinsic value of learning 14

15. Perceived Problem Perceived as an option for the less academics Stigma of parents and students that A- level route is the safest to be changed 15

16. Diplomas in EU countries Denmark Sweden France Germany have all got highly regarded vocational courses A shift in attitude is needed in UK 16

17. Edge Foundation Trying to promote the value vocational and applied skills education 17

18. What do current students and teachers think http://www.youtube.com/watch?v=_zS5HaxOULE 18

19. Diploma design http://www.dcsf.gov.uk/14-19/index.cfm?go=site.home&sid=47&pid=374&lid=439&ctype=Text&ptype=Single&prt

20. References http://publications.dcsf.gov.uk (The 14-19 Education Skills and White Paper Diploma in IT Student Hood Photo in Background http://www.edge.co.uk http://www.rsc-southeast.ac.uk/14-19%20Curriculum/diploma-consortia.html 20

22. The Great Education Debate

23. Tomlinson report

24. Shift Happens

25. http://www.theyworkforyou.com/lords/?id=2005-03-16b.1335.5