Hugh Milroy (Liverpool Local Authority)

14-19 Update

National Policy

• Outlined in 2005 White Paper ’14-19 Education and Skills’ – Vision : to create a qualifications system

in which every young person can learn the right subject for them, at the right level . . learning in a style that suits them

– Supported by IAG and right financial support

14-19 Reform Agenda

Curriculum Reform

• New more flexible KS3• Strengthened GCSEs/A levels and

apprenticeship route• Functional skills• Personal learning and thinking skills• Diplomas (mix of theoretical and practical

learning) – rollout starts Sept 08• Foundation Learning Tier (piloted Sept 08)

Accountability and measures

Attainment and improved standards

Reduced NEETBehaviour and attendance

Civic participation

Healthy Lifestyle Choices

To secure…

* To make learning and teaching more effective * So that learners understand quality and how to improve *

Assessment fit for purpose

Assessment  Building a more open relationship between learner and teacher

Clear learning intentionsshared with pupils

Understood, shared/negotiated success criteria

Celebrate success against agreed success criteria

Advice on what to improve and how to improve it

Peer and self assessment

Peer and self evaluation of learning

Taking risks for learning

Testing Individual target setting

Using error positively

Succ

Whole

The ‘big picture’ of the curriculum Working draft (December 06)

The curriculum as the entire planned learning experience

Components Lessons

Out of schoolExtended HoursRoutinesEventsLocation Environment

Areas of Learning

Learning Approaches

Subjects

Ethical – Cultural – Physical and health – Spiritual- Creative and aesthetic- Environmental- International – Scientific and technological – Employability and enterprise – Human and social

A range of teaching and learning approaches (enquiry, active learning, practical and constructive) - in tune with child development and adolescence - learning beyond the school, community and business links – deep immersive and regular frequent learning – relevant and connected to life and work – a

range of audiences and purposes – opportunity for learner choice and personalisation

Eng A&DMa Sci ICT D&T Hist Geog

RECitMfLPEMusic PSHE

Personal Development

Developing individuals…

Whole CurriculumSkills, Knowledge

and Attributes

The curriculum aims to enable all young people to become successful learners, confident individuals and responsible citizens

Successful learnerswho make progress and achieve

Responsible Citizens who make a positive contribution to society

Enjoy and achieve Safe Healthy Participation Economically active

Skills Functional Skills (Lit/Number/ICT) +

Personal, Learning and Thinking Skills

Personal Development Attitudes and dispositions, determined,

adaptable, learning to learn

To do To know and understand To be

Curriculum Aim

Aim

Five outcomes

Knowledge and UnderstandingBig Ideas that shape the world

Chronology, conflict, scientific method, etc.

Confident Individualswho lead safe and healthy lives

Aims of the Curriculum

To enable all young people to become:– Successful learners who enjoy

learning, make progress and achieve– Confident individuals who are able to

live a safe, healthy and fulfilling life– Active and responsible citizens who

make a positive contribution to the well-being of present and future generations

Successful Learnerswho . . .• enjoy learning• are motivated to learn• are determined to achieve the best they can• have the essential learning skills of literacy, numeracy and ICT• communicate well in a range of ways• have enquiring minds• think for themselves and process information, reason, question

and evaluate• are creative, enterprising and able to solve problems• understand how they learn and how to learn from their mistakes• are able to learn independently and with others• know about big ideas and events that shape the world• are able to transfer knowledge and skills to new situations• appreciate the benefits and fulfillment learning can bring

Confident Individualswho• have a sense of self-worth and believe it themselves• recognise their talents and have ambition• are willing to try new things and make the most of opportunities• are able to take the initiative and organise themselves• relate well to others and form good relationships• are self-aware and deal well with their emotions• have secure values and beliefs• make healthy life-style choices• are physically competent and confident• take managed risks and stay safe• resist negative pressures and make informed choices• become increasingly independent• are open to the excitement and inspiration offered by the natural

world and human achievement

Active and Responsible Citizenswho• make a positive contribution to the communities in which they

live, learn and work• respect others• act with integrity• understand different cultures and traditions and have a strong

sense of their own place in the world• appreciate the benefits of diversity• live peaceably and work productively with others• challenge injustice and are commited to human rights• maintain and improve the environment locally and globally• are enterprising and able to contribute to the economic well-being

of society• take account of the needs of present and future generations in the

choices they make• feel that they can change things for the better

The Landscape in 2008

Publication of ‘Raising Achievement: Making it happen: A Strategy for 14-19 Qualifications’ signalled

• 4 pathways• how to make it happen through a new

regulator – Ofqual and• Intention to move towards a single credit

based framework by 2013 with all 14-19 qualifications compared by level and size

Pathways

• 4 Pathways– General (GCSE and A level)– Diplomas– Apprenticeships– FLT

• Within this context must decide which qualifications to continue to fund beyond 2012 – ‘will only fund outside these routes if meets a need not met there’

General Pathway: GCSE and A level

GCSEs

• New revised GCSEs with up to date content• Functional skills mandatory component of

– English– Maths– ICT

A levels

• More emphasis on ‘deep learning’ and synopticity

• More ‘stretch and challenge’ – introduction of a new A* grade

• Reduced burden of assessment• Extended project from 2008 – will it

become an entitlement?• Remove Applied A levels as covered by

Diplomas• Withdraw Advanced Extension Awards• Another full review in 2013

Apprenticeships

Apprenticeships

• High quality sector related qualifications at levels 2 and 3

• Make it easier for apprenticeships to count towards a diploma and vice versa

Diplomas

Travel and Tourism

Retail

Sport and Leisure

September 2010Public Services

Hospitality and Catering

Business Administration and Finance

Hair and Beauty

ManufacturingSeptember 2009Land-based and Environment

Construction and the Built Environment

Creative and Media

ICT

Health and Social CareSeptember 2008

Engineering

First IntroductionDiploma Lines

Languages

ScienceSeptember 2011

Humanities

First IntroductionDiploma Lines

• Set out to create something different – encouraged innovation and ‘bring learning to life’

• A true partnership approach – moving existing partnerships to a new level

• Creation of applied learning environments

• City-wide structures to support two full days of off-site and applied learning

The Vision

Creating the Vision

Build on Expertise

Built on existing collaborative experiences • Strong Strategic Area Wide 14-19 partnership

• Seven 14-19 collaboratives provided a strong structure for diploma partnerships with positive impact on

- participation post-16 and NEET- achievement and ALPS grades- willingness of learners to move and class sizes- Collaborative self-evaluation

• City-wide IFP pre-16

• Year 9 ‘Skills Club’ Project

• Clear diploma delivery plan with two forms of partnership– city wide partnerships based around central

FE/WBL provision where expertise mainly was or numbers are small – one Gateway proposal for the whole city

– travel to learn partnerships where expertise largely in schools with links to FE and employers for specialist provision – separate proposals for each partnership

Diploma Strategy

CENTRAL CENTRAL

SOUTH SOUTH

EAST EAST

NORTH NORTH

LIVERPOOLCOMMUNITY COLLEGE

WORK-BASED LEARNING

LIVERPOOLCOMMUNITY COLLEGE

WORK-BASED LEARNING

Strategy: Travel to Learn Areas

Strategy: Bringing through the Gateway• Staged approach leading to 2013• City wide partnerships based on institutions

initially ready – As suppliers of learners– As deliverers

• Bring other institutions on stream when ready• Sub-regional partnerships apply for Gateway

when ready• Only those really ready apply for the Gateway

City-Wide Proposals

• Construction• Engineering• ELB• Hair & Beauty• Hospitality

CENTRALCENTRAL

SOUTH SOUTH

EASTEAST

NORTHNORTH

LIVERPOOLCOMMUNITY COLLEGE

WORK-BASED LEARNING

LIVERPOOLCOMMUNITY COLLEGE

WORK-BASED LEARNING

Partnership Proposals

• IT• SHaD• Creative & Media• Business

CENTRALCENTRAL

SOUTH SOUTH

EASTEAST

NORTHNORTH

LIVERPOOLCOMMUNITY COLLEGE

WORK-BASED LEARNING

LIVERPOOLCOMMUNITY COLLEGE

WORK-BASED LEARNING

Post Gateway 2

0 diplomas in Central

0 diplomas in Central

3 Diplomas in South(Shad from 2010)

3 Diplomas in South(Shad from 2010)

3 Diplomas in East

(not BAF)

3 Diplomas in East

(not BAF)

4 Diplomas in North(9 in total)

4 Diplomas in North(9 in total)

5 City-Wide Diplomas5 City-Wide Diplomas

• Guaranteed learner access• Engagement of a full range of partners

– Employers– HEIs

• Quality IAG• Workforce Development• Diploma Protocols• Funding to support learners

To Ensure Entitlement

• Diploma Funding- Start up- Uplift- Funding following the learner

• DSG PLO Funding

Funding

Future Challenges

• LA capacity to support• Integrating relevant information

systems• Continuing workforce development• Planning for Gateway 3

14-19 Education Plan

Simon Clough

Raising Expectations and the Machinery of Government

(MOG)

Has implementation and delivery issues for:

• Provision

• Funding and Commissioning

• Quality Improvement

Raising Expectations….and implications

• Funding changes post 16 to ‘deliver world class skills in demand led system’

• “LA to provide a place for learning for every young person through strategic commissioning”

• 16-18 funding routed through LA from 2010/11, enhanced funding of diplomas

• LA funded according to provider base, not where the learner lives

• All post 16 providers to plan the same way

So we need a plan…………….

A 14-19 Education Plan !

Integral component of CYPP

Needs Joint Coherence

LA/LSC/Connexions

Diocese

WBLSchools

Sub Regions

EmployersDuty to co-operate

FE & 6th Form

National Apprenticeship

Service

SkillsFunding Agency

Will Shape Commissioning

_+ Young

Peoples Learning Agency

Vision

Analysis

Volume

VFM

Some features of a good plan

Quality

Demands Robust

Achievements

40%60%

40%

0% 20% 40% 60% 80%

up to L1

L2

L2 E&M

75%

45%

0% 20% 40% 60% 80%

L2

L3

Current 14-19 Options

Options @16

Options @19

20,300 learners @ 14 started options 2005

90% GCSEs

10%Alternative

BTec A level NEETAppsNVQ

WorkE2E

07

2005

09

Entry Points

GCSE

65%

95%

45%

65%

0% 50% 100%

L2 in 09

L2 in 13

L3 in 09

L3 in 13

Options @19

30%40%

60%

0% 20% 40% 60% 80%

up to L1

L2 in 07

L2 in 15

14-19 Pathway 2013

18,500 learners @ 14 start options 2013

GCSEs

15%L1 Diploma

EETApp’sNVQ

+ +

2013

14

15

16

17

40% GCSES

10% GCSES

25%L2 Diploma

Pre entry

L1

L2

10% KS4 Gateway

Entry Points

+Pre entry Diplomas A levels

14-19 Learning Pathway

+

Align all 14-19 Capital Streams

Pivotal Role of 14-19 Partnership

• Agree the local vision for 14-19 that is consistent with the wider Sustainable Community Strategy

• Develop and articulate strategies for the full range of 14-19 priorities

• Reflect the outcomes of area wide planning, and act as a basis for joint action, rather than serve as an end in itself

Possible ContentsThree elements of the 14-19 Education Plan

1. The strategy

Sets out the local context and vision for 14-19, describes roles and responsibilities of partners, sets out targets and obectives for improvement, broad approaches to delivery, funding sources and links to local initiatives

Possible Contents

2. The implementation planSets out the action to be taken to deliver the strategy with action owners and timescales………May look like an action plan for members of the 14-19 Partnership

Three elements of the 14-19 Education Plan

Possible Contents

3. The operational planGives the detail of numbers of learners, expected demand for the different lines of learning and September Guarantee. This information will help to inform the commissioning plans of the local authority and LSC.

Three elements of the 14-19 Education Plan

14-19 Trust

P ro v id e rs

1 4 -1 9 T ru st M in i tru s ts

C o m m is io n ing P a rtn e rsh ip

H a lto n C Y P T ru st(A llia nce B o a rd 2 0 0 8)

•Outline14-19 Education Plan

•Consult widely

• Identify Commissioning Process

•Work alongside LSC on Business cycle

Next Steps

The Merseyside 14-19 Network

Eddie Sloan

14-19 Partnership and Strategy Manager

Sefton

Early Days

• 2002

• Area Wide Inspections

• Incorporation of LSC

• 14-19 Green Paper “Opportunities and Excellence”

• Movement of 16-19 to 14-19

Early membership

• LA Advisers from,Liverpool,Sefton, Halton,St Helens-met through LEACAN

• Joined by Knowsley through the Collegiate

• Very informal

• Sounding board

Initial remit

• LEA/LSC functions

• Growing Agenda

• Area Wide Action Plans

• Funding

• Percepetions within each Authority

• Strategic Area Review

LSC/LEA posts

• Area Wide Plan Managers

• LSC driven

• Mix of LA and LSC posts

• Similar agendas

• Representation widened to all boroughs

• Integrated agenda

Group grows

• New staff from all boroughs increased membership to more than 20

• Growth in agenda gave opportunities to share and form sub-groups

• Invitation to mainstream LSC partners

• Formalisation of constitution to elect chair and vice chair

Recognition of group

• LSC GM and regional/LA’s• GONW• LSN• Connexions Greater Merseyside• QCA• Examination Bodies• LEACAN

Examples of Achievements

• RoQA (OSLA)• LSN projects• Merseyside 14-19 Protocols• 14-19 Prospectus and CAP• KS4 Engagement Programmes• EBP joint activities• SEN/LLDD projects• Diploma Gateway Planning

Achievements cont….

• SLEGI “Step Clever” (Liverpool and Sefton)

• WBL materials,activities and communication

• Increased Flexibility Conferences

• Provision of speakers

• Sharing of good practice

• Joint working with GO, DCSF etc

Strengths of the network

• Friendship

• Support

• Knowledge

• Links with Regional and National Agencies

• Removal of Barriers

• “Healthy” Competition

Opportunities

• Cross boundary planning (esp diploma development and CPD)

• Pooling of resources• Sub regional employer engagement and

regeneration • Access to National Support• Links for newly appointed staff• Broader range of opportunities for Young People• Ease of transfer for Young People

Diploma Learner Experience

Kirston Pollard – Knowsley Education Change Partner

(14 – 19)

The Learner Experience The Environment Staffing: Teachers as Facilitators/ Industry

Practitioners/ Work Based Learning Providers Curriculum Models Principal Learning Extended Project Additional/ Specialist Learning Functional Skills/ Personal Learning & Thinking Skills Work Related Learning/ Work Experience Individual Learning Plan Learner/ Parent Support Engaging the parent

Creating a curriculum model to deliver 2013 Entitlement

• What needs to be in place: latest DCSF 14-19 Strategy consultation

• Delivering the national entitlement through local partnerships – the Liverpool model of diploma delivery

• Entitlement Statement• An Agreed Curriculum Model

Vulnerable Learners and Narrowing the Gap• How wide is the gap? Government focus.• 14-19 Curriculum Developments – ensuring access and choice • Innovative practice and provision: Liverpool partnership projects supporting learning• Case studies – Wirral