14-19: OPPORTUNITY AND 14-19: OPPORTUNITY AND EXCELLENCEEXCELLENCE

The Government’s Response on the 14-19 Green Paper

Ian WilliamsQCA Principal Officer

Design and Technology

Rationale for 14-19 Initiative

• To increase participation in education and training

• to improve standards of attainment• to create a 14-19 phase of education and training

with greater coherence between institutions• to create greater flexibility so that institutions can

better meet the individual needs of every learner• to offer a range of learning programmes mixing

general and specialist qualifications• to encourage greater collaboration between

institutions

National Developments 14-19

• Inquiry into A level standards, December 2002

• Success for All – vision for the future, November 2002

• 14-19: Opportunity and excellence, January 2003

Success for All

The (learning and skills) sector must ensure that 14-19 learners have greater choice and higher standards, with a wide range of academic and vocational programmes providing clear opportunities to progress to higher education and skilled employment.

Secretary of State’s foreword

Teaching and Learning Strategy

• consistent with KS3 and Skills for Life strategies, 14-19 agenda

• identification of best practice in teaching and learning, teacher support and training, kite-marking of learning materials

• regional network of co-ordinators and advanced practitioners

• initial priority areas - construction, business, science• e-learning strategy, including extension of

Curriculum Online• a coherent approach for all working with 11-19 year

olds• an 11-19 teaching and learning framework

14-19: Opportunity and Excellence

The key to higher achievement is to put the needs of students at the centre of 14-19 provision. They need a coherent and motivating curriculum, delivered in a wide range of institutions, recognised by a coherent qualifications system. We owe it to our young people to put this in place.

Secretary of State’s foreword

Next Steps: Curriculum Proposals

• Increased flexibility at key stage 4• English, mathematics and science remain

compulsory• PE, citizenship, RE, sex education and careers

education are compulsory• ICT to remain compulsory for now• all students learn about work and enterprise• all students entitled to study the arts, D&T,

the humanities and MFL• entitlement post 16 to literacy, numeracy and IT

to level 2

Work for QCA on 14-19 Curriculum

• revision of science programme of study to create a small core applicable to all and leading to a range of qualifications

• development of statutory framework for work-related learning, including enterprise

• development of non-statutory specification for four entitlement areas of arts, d&t, humanities and mfl

• review of ICT programme of study to determine whether changes are needed to increase the numbers gaining qualifications, and to consider the need for separate specification

Schools should provide a D&T experience in AT LEAST TWO of the following areas:

• Product Design (including Textiles Technology, Resistant Materials Technology, Graphic Products) or Manufacturing.

• Food Technology (including specialist areas in due course).

• Systems and Control, Electronic Products, ECT or Engineering.

14-19 Curriculum Work (continued)

• scope for greater co-ordination and cross-curricular delivery of citizenship, RE, careers and sex education

• guidance on PE to emphasise physical fitness, health and well-being

• guidance on pace

• phase out disapplication

Proposed Timeline for Changes to Key Stage 4 Statutory Requirements

2002• no change to disapplication purposes• simplified disapplication arrangements2003• revised purposes for disapplication to reflect

planned changes• advice to Ministers by 17 April• statutory consultation May - July• information to schools autumn 20032004• new statutory requirements implemented

Curriculum Guidance

• Developing provision for C2K – QCA Sept. 2002• C2K in action on www.qca.org.uk/ca/14-19/16-

19/introduction.asp• 14-19 case studies being added to gifted and

talented website www.nc.uk.net/gt/• 14-19 guidance/case studies on

www.qca.org.uk/ca/14-19/approaches.asp• Pathfinders information on www.dfes.gov.uk/14-

19

Forthcoming 14-19 Guidance

• New QCA 14-19 website due for launch in spring, including pace and progression maximising learning from work-related

experiences extended work-related programmes

• post-16 Curriculum Online• information on qualifications

Opportunity and Excellence in the 14-19 Phase

Key Qualifications Developments

General Issues

Qualifications are not the whole 14-19 curriculum but are the key driver of curriculum change

• Funding of schools and colleges• Public Service Agreement (PSA) targets• School and college performance tables• Progression into higher education,

training and employment

General Issues (continued)

• Determine curriculum content and approaches to teaching, learning and assessment

• Are a powerful tool for supporting innovation

• And therefore must be fit for purpose

Aims of the innovative approaches to D&T and its assessment project:

• To research into interpretation of the National Curriculum Importance of design and technology statement.

• To develop strategies and suggest methodologies that will encourage a range of approaches to curriculum delivery and assessment processes.

• To enskill school teachers in the use of appropriate assessment tools and processes with special reference to how creativity and innovation is fostered.

• To make provision for increased teacher confidence in developing innovative and challenging work.

Objectives of the innovative approaches to D&T and its assessment project

• To exemplify the interpretation of GCSE assessment criteria so as to properly reflect the National Curriculum Importance of design and technology statement.

• To explore how these criteria might bear upon the potential long term development of the Attainment Target level descriptions.

• To develop assessment procedures for GCSE, empowering teachers with the skills and confidence to derive reliable judgements of quality.

• To develop and pilot new tools for assessment that support teachers to make judgements of quality.

• To develop these new tools in a manner that requires and supports the assessment of student performance incorporating new and future technologies.

Fitness for Purpose

Credibility depends on the fine balance between:

• Manageability (can the system cope?)• Dependability (can users trust the

results?)• Validity (do the qualifications support

curriculum intentions?)

Advanced Level: Stabilisation and Modest Expansion

A level

• Ensure that the current system works (Tomlinson Inquiry)

• Make improvements where necessary (re-sit and cashing in rules)

• Plan for longer term change (14-19 working group)

• Introduce critical thinking A level (2005)

Advanced Level: stabilisation and modest expansion (continued)

Vocational A level

• Introduce AS/A2 elements

• Re-launch in September 2005 (rather than 2004)

• Test out approaches to assessment and vocationality (during 2004)

Advanced Level: Stabilisation and Modest Expansion (continued)

Advanced Extension Awards (AEAs)

• Develop new awards for use in Summer 2005 in areas such as D&T, business, art and design, music, computing

• Pilot an AEA in a vocational subject

GCSE – Evolution rather than Abolition

The Government response to the Green Paper states that:

“During consultation, some argued that the GCSE qualification should be scrapped. But many others accepted our argument in the Green Paper that the GCSE serves several important functions, and that it is more prudent to think in terms of its evolution rather than its abolition.”

GCSEs in Vocational Subjects

• Extend range by September 2004 in areas such as performing arts and construction

• Explore opportunities for smaller qualifications

‘Hybrid’ GCSEs

• Based around core and optional general and applied units

• Science and geography pilots available from September 2003

• Pilot ‘hybrid’ model in D&T to be developed

• Investigate ‘evolution’ of GCSE

 

33% ‘Theory’

 

67%Internal Assessment

  

 

Context with questions that offer access to students with interests in D&T Engineering Manufacturing 

Made Product

 

‘Portfolio’ or Design Diary 

Report 

Collaborative ActivityResponses

Evolution of GCSE?

• Broaden the base by integrating ‘general’ and ‘applied’ study and assessment within a single coherent qualification

• Test out innovative forms of assessment• Explore ways of reporting achievement at

levels 1 and 2 of the National Qualifications Framework in a positive fashion

• Reduce the overall burden of assessment• Retain rigour required for public credibility• Build an emerging credit and unitisation

developments

Evolution of GCSE? (continued)

• Reintegrate some subjects into GCSE framework

• Develop a single, coherent family of qualifications (including GCSEs in vocational subjects, ‘hybrid’ GCSEs and traditional GCSEs) supporting progression 14-19

Longer-Term Reform

To:• provide a much stronger vocational offer, with a

stronger underpinning of general education• allow for more manageable assessment, which

recognises all a young person’s achievements• broaden choice and stretch students, with a

unified framework of qualifications

Working group, chaired by Mike Tomlinson to consider these issues, report in 12 and 18 months

INNOVATIVE APPROACHES TO DESIGN AND TECHNOLOGY

AND ITS ASSESSMENT

Design and technology is important because it:

extends students’ general education by developing their confidence and capabilities as it encourages them to apply their knowledge, understanding, and cultural experience;

prepares students to participate in tomorrow’s rapidly changing technologies including computer aided design, computer aided manufacture, new and smart materials;

is flexible enough to give teachers the scope to build their teaching around it in ways which will encourage students to think and intervene creatively to improve the quality of life;

encourages reflection and evaluation of present and past design and technology.

Design and technology involves students in:

developing, planning and communicating ideas that match knowledge and understanding of materials and components with processes

D&T involves students in evaluating processes and products

D&T involves students in the discriminating and informed use of products

D&T involves students in product analysis, focused practical tasks and design and make assignments including activities related to industrial practices

D&T involves students in the application of systems and control

D&T involves students in developing and defining cultural experience as they are inspired to look for needs, wants and opportunities

D&T involves students in using computer aided design (CAD) and computer aided manufacture (CAM)

D&T involves students in combining practical skills with an understanding of aesthetics