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16 -19 Study Programmes
March 27th 2013
Wolf’s findings
• lack of coherent programmes
• lack of opportunities to gain effective
skills in Maths and English
• lack of work experience
What is changing?
Funding per
student
Studyprogrammes
Raising Participation
Age
Where to find information
Study Programmes for 16-19 year olds
Government response to consultation and plans for implementation
June 2012
https://www.education.gov.uk/publications/standard/Post16Learning/Page1/DFE-00069-2012
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What institutions are encouraged to do: -
develop programmes which are focused on the education, training
and development needs of individual students and enable them to achieve
their full potential
These programmes must offer:-
b r e a d t hDD
EE
PP
TT
HH
P R O G R E S S I O N
P R O G R E S S I O N
Level 1 63%
Level 2 77%
Qualifications need to be substantial
Level 1, 2 and 3
AS
A Level
IBCC
IB
What is a substantial qualification?
It’s a qualification :
of sufficient size, weight and relevance to
provide a nationally or locally recognised
route into a trade, profession or other
form of employment, or access to a
university or higher education course
Opportunities for:
Achieving:
Level 2 GCSE Maths
Level 2 GCSE English
What do we do about this?
English Maths
Swale 516 483
Maidstone 439 483
Canterbury 561 482
Ashford 424 396
Thanet 607 497
Shepway 330 345
What do we do about this?
English Maths
Dover 515 405
Tunbridge Wells
246 260
Tonbridge 451 376
Sevenoaks 177 164
Gravesham 446 387
Dartford 313 240
a national perspective2007 – 2008
17% with < C in both English and maths went on to study A/AS levels
9% achieved > C in English
9% achieved > C in Maths
2010 – 2011
41% > C in English
44% > C in maths
Programmes enhanced by
work experience
employability skills
non-qualification activity
Work Experience
• on vocational courses at any level, where purposeful work experience is an integral part of their qualification;
• studying below level 2, who are not able to complete a substantial qualification, where purposeful work experience is likely to be a major part of their Study Programme. These students will be taking qualifications primarily at entry level or level 1;
• with complex and/or profound learning disabilities and disadvantage, where purposeful work experience may make up most of their Study Programme and may be a Supported Internship. Providers, in discussion with students, need to assess what type of work experience is most suitable.
More guidance
Update on the
16-19 Funding Formula 2013/14
Funding full participation and Study
Programmes for young people
December 2012
Work experience
Most students will benefit from either work experience or other work-related learning or activities. It helps students with their subject choice and destination planning; it can motivate and raise ambition and for some students enables them to secure experience, job-related or specialist skills of direct benefit to their future employment or study goals.
Work Experience 1
The type of work experience students need will vary widely, with Supported Internships available for students with more complex needs. Institutions, in discussion with the student will need to assess what type of work experience and work related activity is most suitable for them given their career aspirations.
Work Experience 2
• Study Programmes for students who do not take a substantial qualification would be expected to include substantial work experience and maths and English.
• In these programmes, which are of equal merit to those Study Programmes built around qualifications, English, maths and work experience should form the majority of the programme time together with non-accredited employment-related activity.
• For some students a significantly high percentage of work experience may be appropriate.
Work Experience 3
• . This activity must be planned, timetabled, organised and/or supervised by the institution.
• Alongside their studies, many students will also look for work experience opportunities independently, or take part time jobs. In such cases this independent work experience or part time work would not be funded as part of the Study Programmes
Volunteering
Other activity, such as the Duke of Edinburgh Award, that might lead to an award rather than a formal qualification and as a result is not listed on s96 will not count towards qualification hours, but can count towards non-qualification hours
Programme duration
600 hours
GLH
2007 – 2008
Level 1 41% < 100 hours
Level 2 32%< 100 hours
part time bands
student status hours required
full time 540+
band 4 450 - 439
band 3 360 - 449
band 2 280 - 359
band 1 up to 280
Case studies 1
Soraya
4 GCSEs
Level 3 BTEC
Children’s Care Learning and Development
GCSE Maths
Case studies 2
Sharnie
level 1 award
Maths D
English D
City and Guilds Diploma in Professional Cookery level 2 Diploma in Professional Food and Beverage Service level 2
GCSE Maths
GCSE English
Case studies 3
Adam
No qualifications
Short taster vocational courses
X
School
Jeff
10 GCSE A* - C
Year 1
4 AS
Year 2
3 A levels
Continued study Maths and English
Canterbury College
Level 1 Carpentry & Joinery
Vocational Element – Level 1 Diploma with work experience
At least one qualification / does not limit progression.
Functional Skills English Based on initial assessment. Stepping stone to GCSE. Required for funding.
Functional Skills Maths Based on initial assessment. Stepping stone to GCSE. Required for funding.
Personal and Social Development/ Work Experience
Meaningful work experience and enrichment to develop employability skills.
Level 2 Engineering
Vocational element – Level 2 DiplomaAt least one qualification of substantial size / should not solely focus on one occupational area. Offers Good progression.
English (Functional / GCSE) Based on initial assessment
Maths (Functional / GCSE) Based on initial assessment
Tutorial programmeIncluding high quality work
experience.
Canterbury College
Professional Chef at Level 3
Vocational element – Level 3 Diploma
English/ Maths
Work Experience/ Employability
Canterbury College
DfE action to support introduction
• DfE funding reform
• Reformed 16 – 18 performance tables
• New inspection framework
• Robust minimum standards
• A more dynamic education market
Destination Measure• Why do you believe that the destination measures will be
sufficient to hold schools to account?• The measures will be published as part of Performance Tables. It
will then be for the 'market' or local communities, parents and prospective students to hold schools to account through their choices (and if the local or national press pick it up and run 'league' tables as they do for attainment information)
• Will inspectors see the destination measures alongside other
data when inspecting a provider?• Yes, inspectors have all published information available to them.
Both the new Schools Framework and the Common Inspection Framework ask inspectors to consider the progression and destinations of students