Framework for the 14-19 curriculum
Introduction


This resource looks at the developments of the 14-19 curriculum in England and how they impact on the work of ICT teachers and teacher trainers. It considers the underlying aims of the government led changes and the subsequent implications.

The reforms see a breakdown of the traditional break at the age of 16 between school and school/college/training/employment/unemployment future for pupils. There is a change in the location of learning from age 14 years with many pupils spending regular or block placements of time out-of-school. There is a change in the staffing with college and work-based staff working alongside teachers in the classroom. There are implications for the curriculum with courses and qualifications being awarded for learning that spans the whole age range.

In the accompanying pages, the important aspects of the Diploma in IT and functional skills are described. There is a comprehensive list of references and resources. Explanations for the abbreviations and terms can be found in the Glossary section on this site.

These implications of the reforms are discussed in the following sections:

Aims of the 14-19 reforms
Changing the location of learning
Changing the nature of teaching and learning
Changing the accreditation of learning
Changing the 14-19 curriculum

The key websites for gaining up-to-date information are:
http://www.dcsf.gov.uk/14-19 Transforming the education system for 14-19 year olds
http://www.teachernet.gov.uk/teachingandlearning/14to19 14-19 phase of learning
http://www.teachernet.gov.uk/14to19briefing 14-19 briefing
http://www.e-skills.com/diploma Diploma in IT
http://www.futurelab.org.uk 14-19 and Digital Technologies: research review

Further References and Resources

Original document 10,000 words 14-19FullDocument.pdf published 2007
Updated document 1,000 words 14-19.pdf published March 2009

Prepared by:
John Woollard
School of Education
University of Southampton
J.Woollard@soton.ac.uk

Pete Bradshaw
School of Education
Nottingham Trent University
Pete.Bradshaw@ntu.ac.uk

author: John Woollard & Pete Bradshaw


download pdf document: "14-19FullDocument.pdf" (437K) download pdf document: "14-19.pdf" (80K)

Aims


Aims of the 14-19 Curriculum reforms

The Government Department for Children, Schools and Families (DCSF) is committed to transforming the 14-19 curriculum over the coming decade with a strategy involving: This will be done through fostering partnerships between a range of agencies including: Reform of the previous system was needed because pupils could easily choose options that ultimately became dead-ends which offered little in the way of further progression or opportunity and which did not encourage participation in education beyond 16.

The 14-19 Working Group, headed by Mike Tomlinson, set out proposals for a long-term structural reform of 14-19 education and training systems that will be fully inclusive, encouraging all learners "whatever their ability" to achieve their full potential.

The proportion of 16-17 year olds not in employment, education or training (NEET) has steadily increased over the last couple of years. "Being NEET is a major predictor of later unemployment, low incomes, teenage motherhood, depression and poor physical health." (DfES, 2005b)

In summary, the 14-19 agenda developed by the Government's reports is based around:
The reforms have three main elements (DfES, 2007a):



Document below is the 2006 version.
author: John Woollard & Pete Bradshaw


download pdf document: "14-19Aims.pdf" (59K)

Location of learning


Changing the location of learning under the 14-19 reforms

The 14-19 reforms were designed to give all young people the opportunity to choose a mix of learning which motivates, interests and challenges them, and which gives them the knowledge, skills and attitudes they need to succeed in education, work, and life. They see the breakdown of the traditional route of many young people who stay at school until 16 and then go onto work, training or college. As a result of these reforms some students start regular attendance at college or work placements at 14 whilst others continue in schooling to 18 but with weekly or block placements in commercial and/or further education settings.

The document below has descriptions of:


Document below is the 2006 version.
author: John Woollard & Pete Bradshaw


download pdf document: "14-19Location.pdf" (140K)

Teaching and learning


Changing the nature of teaching and learning under the 14-19 reforms

Andragogy, pedagogy and beyond...

School-based learning, the work of teachers and the development of trainees are driven by the understanding and implementation of pedagogy. In teacher training, it is described as subject knowledge and understanding. The work of Shulman focuses upon pedagogic content knowledge - not just a teacher's knowledge of the curriculum but the teacher's knowledge of how to teach the skills, knowledge, concepts and attitudes of the subject.

Tutors and trainers in further education are driven by andragogy. It is their perception of how adults learn and constructing the right environment for learning. If differences exist then teachers, tutors, trainers and trainees working in the 14-19 context need to understand the differences and similarities.

The following texts describe the nature of the current pedagogy (teaching in schools), andragogy (teaching adults) and then goes on to describe heutagogy - the principle of teaching based upon the concept of truly self-determined learning.

It is suggested that heutagogy is appropriate to the needs of learners in the twenty-first century, particularly in the development of individual capability, individualised learning and independent learning using the internet-based systems including multimedia, virtual learning environments, online assessments and social software.

Document below is the 2006 version.
author: John Woollard & Pete Bradshaw


download pdf document: "14-19TeachingLearning.pdf" (114K)

Accreditation


Changing the accreditation of learning under the 14-19 reforms

The aims of the 14-19 agenda are to make reforms in three main areas: This section outlines the provision and developments to ensure that appropriate curriculum and qualifications are in place to meet the key stage 4 National Curriculum requirements, ensure the success of the 14-19 provision, and for it to be 'the best anywhere' (DfES, 2007a).

The document below has the following headings:


Document below is the 2006 version.
author: John Woollard & Pete Bradshaw


download pdf document: "14-19Accreditation.pdf" (142K)

Curriculum


Changing the curriculum under the 14-19 reforms

The Tomlinson report recommended that GCSEs, A levels and vocational qualifications should evolve over the next decade into a new open diploma system enabling learners to select a mixed pattern of subjects and areas of learning similar to those available through GCE, GCSE and vocational qualifications.

One of the outcomes of his report is the creation of a Specialised Diploma specification. It will provide a clear indication to employers, universities and others as to the range of skills, knowledge and experience of young people.

The Apprenticeships (see Location of learning) would be linked to the diploma system through clear progression routes so that students can more freely integrate academic and vocational study.

The document below contains descriptions of:


Document below is the 2006 version.
author: John Woollard & Pete Bradshaw


download pdf document: "14-19Reform.doc" (235K)

References and resources


The following resources are very good starting places for further study of the 14-19 reforms:

Transforming the education system for 14-19 year olds DfES

14-19 phase of learning from Teachernet

Diploma in IT from e-Skills

14-19 and Digital Technologies from Futurelab

The document below contains all the references cited in these 14-19 pages.

With many routes to QTS having associated Masters level (NQF level 5) accreditation associated with them, it is important that trainees can cite and then reference resources, authoritative documents, reports of research and academic work in an appropriate and consistent format.

Document below is the 2006 version.
author: John Woollard & Pete Bradshaw


download pdf document: "14-19References.pdf" (102K)