ITEM EX9 - ANNEX 1EXECUTIVE – 28 MAY 2002GREEN PAPER: "14-19: EXTENDING OPPORTUNITIES, RAISING STANDARDS"14-19: EXTENDING OPPORTUNITIES, RAISING STANDARDS Summary CHAPTER 1 - The vision for the 14-19 phase
Summary: This sets out an evolving vision for greater coherence in the 14-19 phase of education and training in England and the challenges and opportunities it presents to all those with a stake in the proposed changes.
CHAPTER 2 - 14-19: Marking the start of the phase
Summary: This chapter indicates that a clear beginning, middle and end should mark the 14-19 phase of learning. The phase should start with a review of achievement towards the end of KS3. This will provisionally identify longer-term career and learning goals, including the achievement of the Matriculation Diploma by age 19. It will inform the choice of options for 14-16 while not ruling out a subsequent change of goals. The outcome of the review might be recorded in an individual learning plan to form the basis for monitoring and review throughout the 14-19 phase. GCSEs and equivalent qualifications should become a progress check around the midpoint of the phase. It asks for views on the best way of helping schools to prepare young people for entry to the 14-19 phase.
CHAPTER 3: The content of the 14-19 curriculum
Summary: This reaffirms the belief that up to age 19 all young people should be entitled to experience breadth and balance in their learning. However, the current structure of the curriculum at KS4 can be a barrier to student motivation and the flexibility of individual programmes.
CHAPTER 4: Recognising achievement – a new matriculation diploma
Summary: To inspire and motivate all young people to stay in learning beyond 16, a new overarching award could mark the completion of the 14-19 phase. Based around existing qualifications, it would offer all learners a common, challenging goal.
CHAPTER 5: Pace and progression
Summary: Young people should be able to develop at a pace consistent with their abilities, whether faster or slower. Those going faster might skip some examinations or take them early and use the time gained to study some subjects in greater depth or to start new ones. Those progressing more slowly might take GCSEs (or equivalent) later than age 16.
CHAPTER 6: Advice, guidance and support for young people
Summary: Young people will need good, independent advice, guidance and support at key points if they are to benefit from the reforms proposed. Careers education will need to prepare young people for the wider range of choices available at age 14. Parents have a key role to play, as have the Connexions Service and its partner agencies including the Youth Service. Financial support from Education Maintenance Allowances, the Connexions Card and Access Funds improves retention post-16.
CHAPTER 7: Drivers and support for change
Summary: Targets and performance tables will continue to play an important role in driving up standards. This chapter proposes changes to school performance tables to recognise differing rates of progress at age 16 and to school and college performance tables to reflect national targets for achievement at Levels 2 and 3. Inspectorates will be asked to report on the breadth of learning opportunities for young people in individual institutions. It indicates that support will continue to schools to drive up quality and similar measures will be extended to the FE sector.
CHAPTER 8: Implementation
Summary: Implementation will be carefully phased in over several years. Changes to the curriculum, qualifications, regulations and guidance will be subject to consultation. Enhanced collaborative arrangements between schools, colleges, training providers and employers, will be tested out from 2002/03 – subject to the availability of resources. Collaboration will be encouraged by removing barriers: by rewarding and recognising good practice: and by providing some financial assistance. Some additional resources are already available, and investment increased as resources permit. The implications of the proposals will be minimised for teacher workloads and for teacher supply.
CHAPTER 9: Next steps
Summary: There will be a range of ways of obtaining the views of key players on the proposals. A series of workshops will be held around the country between March and May to bring together representatives of schools, colleges and training providers, as well as LEAs, the local LSCs, employers, Connexions Partnerships and representatives of higher education. The views of young people themselves will be crucial: parents, higher education and employers will also be consulted and consultation meetings and focus groups are also proposed. The consultation will run until the end of May: the results of the consultation will be announced during the summer, with the names of the first pathfinders.
Illustrative timescale for implementation for delivery of 14-19 learning: 2001/1-2005/6
Academic Year 2000/01 New AS Levels start Vocational A Levels start
Academic Year 2001/02 Advanced Extension Awards start Reformed Modern Apprenticeships available Key Stage 3:
Academic Year 2002/03 GCSEs in vocational subjects introduced Expanded opportunities for work-related learning available First tranche of Matriculation Diploma pathfinders starts First tranche of 14-19 pathfinders begins National roll-out of Connexions Service Key Stage 3:
Academic Year 2003/4 GCSEs in vocational subjects more widely available 2nd tranche of Matriculation Diploma pathfinders 2nd tranche of 14-19 pathfinders Voluntary introduction of ‘individual learning plans’ Different school performance indicators introduced to reflect wider range of qualifications LSC power to make proposals for post-16 reorganisation takes effect New guidance to School Organisation Committees on expansion of school sixth forms issued Key Stage 3:
Academic Year 2004/5 Subject to resources: Relaxation to key Stage 4 curriculum 3rd tranche of Matriculation Diploma pathfinders 3rd tranche of 14-19 pathfinders Additional titles of GCSEs in vocational subjects available Entitlement to a Modern Apprenticeship place for 16-17 year olds with five or more GCSE passes introduced New Level 2 and Level 3 attainment indicators introduced Academic Year 2005/6 Subject to resources: Roll-out of Matriculation Diploma beings Roll-out of 14-19 pathfinders begins Full take up of ‘individual learning plans’ |