14 – 19 CURRICULUM REFORMS
The 14-19 curriculum reforms are the biggest changes in education for more than 30 years. They aim to raise the education and skills levels of students by delivering a curriculum which gives them life and social skills, sets stretching and challenging targets, and better prepares them for a fast-changing world.
The World is Changing - A short (5 minutes) film showing how the world (and Britain) is rapidly changing, illustrated by some startling facts. If young people are to successfully play an economically active and effective part in this world, education must change to meet the needs for the future. Click here to play the video clip.
As part of these reforms changes are taking place that will affect Key Stage 4 curriculum opportunities for all students.
The 14 - 19 Reforms: At a GlanceThe Foundation Learning Tier
The foundation learning tier (FLT) is a part of the wider 14–19 and vocational qualifications (VQ) reform programme. It aims to improve the skills of learners working below level 2, aged 14 and over, through developing high-quality credit-based qualifications at Entry level and level 1 in the Qualifications and Credit Framework (QCF).
Through personalised learning programmes based on progression pathways, the FLT reform will increase learners' participation, achievement and progression.
The programme has moved from development in 2005 - 07 to implementation with select providers to trial implementation during 2008/09. Wider scale phased implementation will occur in 2009/10.
Full implementation of the FLT will be complete by 2010.
For 14-19 year olds, the FLT will form one of the four national suites of provision to which a learner is entitled to. This is described in the DCSF document Delivering 14 -19 Reforms: Next Steps
Changes to GCSE
As part of the reform of 14–19 education, GCSEs are being revised in three phases:
New GCSE specifications in most subjects for first teaching from September 2009. These specifications have been accredited and are already available in centres.
New GCSE specifications in English, English language, English literature, ICT and mathematics (and new GCSE mathematics linked pair pilot qualifications) for first teaching from September 2010. These specifications will be accredited and available in centres in autumn 2009.
New GCSE specifications for science subjects for first teaching in September 2011. These specifications will be accredited and available in centres in autumn 2010.
This information leaflet for teachers explains the changes to GCSEs from September 2009 with particular reference to the introduction of controlled assessment.
The Key Stage 4 Engagement Programme
The 14-19 White Skills Paper (February 2005) identified the need to offer a motivating and engaging route for 14-16 year olds who:
- find it difficult to achieve progress within the current curriculum
- are dissatisfied and disengaged with the other programmes available to them in their schools
The programme aims to:
- motivate students who are likely to be stimulated by a more work-focused learning environment
- encourage students to complete key stage 4 and progress to further learning, training or employment.
Meeting the Needs of the Learner
The Key Stage 4 Engagement Programme is a personalised programme. Learners continue to follow the compulsory elements of the National Curriculum, with a strong emphasis on functional skills. An important aim is developing personal and social skills as well as the attitudes and behaviours important to employers and for progression in learning. It also includes a work-focused component, preferably taking place in a work 
environment, and is underpinned by high-quality and regular support, advice and guidance from a trusted adult.
The programme is based on a template devised by QCA, which builds on the good practice that exists across the country. The template sets out clear principles for the programme but it is up to individual partnerships to devise personalised programmes, which meet the needs of their learners and are appropriate to the local employment landscape.
The new curriculum prioritises functional skills - English, maths and ICT. It also focuses on teamwork and other personal skills, preparing young people for study at a higher level or for employment.
“The 14-19 Reforms and You” toolkit 
“The 14-19 Reforms and You” toolkit is a resource pack containing a range of materials summarising the reforms, the reasons for introducing them and the main facts about each of the different elements (Diploma, Apprenticeships, etc). The materials are designed to be adapted to reflect local circumstances. There is one version of the toolkit for schools and one for colleges. Each toolkit contains:
- a booklet with an overview of the reforms
- a very brief summary leaflet
- a set of postcards to help structure discussions on the changes
- a powerpoint presentation about the 14-19 reforms
- a memory stick containing a range of video materials
- a set of three posters
- a guide for using the resources
DCSF also offer the opportunity for a school or college to book a 14-19 Briefing Session. A specialist team can come to explain the reform programme to your staff face to face.
For more information about the reform programme and other sources of support and advice go to www.dcsf.gov.uk/14-19
Specialist Teaching Service
COGNITION AND LEARNING > DOWN SYNDROME
Down Syndrome is a genetic condition that results in some level of learning disability and a characteristic range of physical features. About one baby in a thousand is born with Down Syndrome. The effect of Down Syndrome on a child's development is not just a pattern of global delay, they have a specific profile of learning strengths and difficulties. They are visual learners and additionaly have strengths in social understanding, empathy, self help and daily living skills. Effective education needs to be based on knowledge of a child's specific learning needs and to acknowledge the social nature of development and learning.
TRAINING
The training courses developed and delivered by the Specialist Teaching Service to support capacity building in schools/settings, focus on these principles.
The Specialist Teaching Service currently delivers a half day course for ASK (Advisory Service Kent) Learning and Development, entiltled Down Syndrome - Initial Steps in Raising Achievement (LS32) focusing on extending the knowledge and skills of support staff. It is felt that to facilitate maximum impact, it is preferable for the appropriate class teacher or the SENCo (Special Educatiuonal Needs Coordinator) to attend this course alongside them.
For information on courses in your locality please go to CPD Online.
THE FOLLOWING LINKS MAY BE USEFUL:
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