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The New A Levels
Edexcel hosted the first of its GCE 2008 launch seminars on the 23rd of April.
The keynote speaker was Mary Curnock Cook, Director of Qualifications and Skills at QCA. The core theme of her speech was that the new diplomas will open up A levels to more young .people. This will occur as the Diplomas taken at level 2, increase access routes of progression to level 3 and because students will choose A levels as part of their level 3 diploma.
She then went on to describe the “significant changes” to A levels which were addressed in the full speech which can be accessed by following the link below:
OCR and AQA are also running similar launch days across the country.
OCR - to receive the latest information by email, register at:
AQA – for information about the GCE Launch Roadshow to launch the new specifications for first teaching from September 2008 please click here:
The new GCE draft subject specifications and sample examination papers are now available on the websites of Edexcel, OCR and AQA, to facilitate early planning for the September 2008 delivery.
Curriculum Models
and Progression Routes 14-19
The focus for the last meeting of the Hertfordshire
14-19 Network Group which, was held on 6 March 2003 at the Development
Centre Wheathampstead was 14-19 Curriculum Models. The session
was attended by representatives from 18 schools and two colleges.
Staff who attended were provided with up-to date guidance and information
about 14-19 curriculum developments together with examples of curriculum
models currently being delivered in schools across the country.
The examples come from models provided by QCA, LEACAN and the IFP.
Qualifications at Key Stage 4
The Section 96 list of approved qualifications replaces the
Section 400 list from September 2001.
Under provisions of Sections 96, 98 100 and 101 of the Learning
and Skills Act 2000, schools, institutions and employers in England
may offer to those under 19 a course leading to an external qualification
which is funded either by the LEA or the Learning and Skills Council
(LSC) only if the qualification has been approved.
Headteachers should check that any external qualification offered
at their school is approved or meets the conditions of general approval.
The LEA and the governing body are responsible for seeing this in
maintained schools. LEAs and the LSC are responsible for overseeing
this in all other cases where they respectively fund courses leading
to external qualifications. Find out
more about Section 96...
Presentations - Spring Term 2002
- Key Stage 4 Qualifications - Work
Related Learning 31kb/10 slides, ks4qual2000.ppt
Curriculum Briefing:
Flexibility in 13-19 Learning
The aim of this paper is to help curriculum
managers and senior staff with a curriculum review. This first
section provides information and updates of the following issues:
- recent 14-19 curriculum developments
- legal requirements and purpose of the curriculum
- curriculum delivery including the Hertfordshire Learner
Entitlement and IAG Protocol
- and
links to websites.
Further guidance and information will be published regularly on the
following key issues:
- Qualifications across the 14-19 phase
- Future developments of the 14-19 phase
- Vocational learning for 14-19 phase of education
Cambridge Pre-U New
The Cambridge Pre-U
This is a new qualification for 16 – 19 year olds aimed at preparing those who want to go to university. It has been developed by University of Cambridge International Examinations (CIE), a department of the University of Cambridge.
It has been accredited by QCA and is funded for teaching in maintained schools.
It is a linear qualification and students prepare for one set of examination sat the end of two years of study. Feedback on progress at that point may be provided by optional examinations, marked either by the school or CIE.
Cambridge Pre-U syllabuses can be taken separately, and are graded individually. Students may choose to combine them to achieve a full diploma. Feedback on progress at that point may be provided by optional examinations, marked either by the school or CIE.
Cambridge Pre-U Diploma
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Independent Research Report |
Principal Subject |
Principal Subject
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Principal Subject |
Global Perspective |
There is freedom to choose subject combinations without constraint. To qualify for the Diploma, students study at least three Principal Cambridge Pre-U subjects from a choice of 26. They also complete an Independent Research Report and a Global Perspectives portfolio. Students may take more than three Principal subjects if they wish.
Two of the Principal subject could be swapped for A levels and all of the Principal subjects can be taken within a traditional A level curriculum.
For more information come to the Head of Post 16 Network meeting to be held on 15th October 2008 2-4pm at the University of Hertfordshire, when Peter Monteath, CIE UK Schools Manager, will be giving more information about this qualification.
Foundation Learning Tier updated Autumn 2008
The Foundation Learning Tier – A Short Guide
This is a programme of work to develop a more focussed and strategic approach to entry level and level1 for learner aged 14 and over. FLT provision will be based around credits made up from re-developed qualifications which will sit within the QCF. New FLT qualifications will be added to the QCF throughout the year. It is currently in pilot phase but will be going live from 2010.
The challenges which the FLT is to meet:
- Adult basic skills - 5m without basic literacy
- 35% of working age population without full level 2
- Improving participation of 17 – 19 year olds by 2015
- Meeting complex needs of learners at entry/level 1:
- NEETS
- LLDD
- Adult returners
- Offenders etc
The FLT is designed to provide horizontal and vertical progression and should meet the needs of all learners covered by the challenges listed above. It should straddle the needs and aspirations of young people and adults. Provision within the Adult Learning Safeguard is out of the scope of the FLT but might be brought within the QCF
What are Progression Pathways?
These will be the main organising structure. They are frameworks for learning built from qualifications that are drawn from EL and L1 of the QCF Progression Pathways will offer learners clear progression opportunities toward Level 2 and beyond or to other meaningful destinations.
They will be made up of a menu of Entry Level and Level 1 units from the Qualifications and Credit Framework (www.qca.org.uk/qcf) and will integrate three curriculum areas:
- vocational knowledge, skills and understanding
- functional skills
- personal and social development learning.
Choices will be supported by a wrap around of information, advice and guidance, effective initial assessment, comprehensive ongoing review, and provider collaboration.
Timescales and Types of Progression Pathways
Phased implementation of Progression Pathways will begin from 2007/08 with a small set of priority Progression Pathways which will provide progression to:
- a first full Level 2, so that a learner is ready to access a full Level 2 qualification on completing the pathway
- Skilled Work (including Apprenticeships)
- a Foundation (Level 1) Diploma or GCSEs- an offer at Entry Level specifically targeted at 14-16 year olds*
- independent living and, where appropriate, the provision of a platform for employability or supported employment.
There will be QCF rules of combination to allow for spiky profiles, but the majority of the qualification should be at the level of the qualification i.e. 51%
For more information see www.qca.org.uk/qca-8153.aspx
Further information on Progression Pathways can be found in - The Prospectus for Progression Pathways
The Qualifications and Credit Framework
The regulatory authorities for England, Wales and Northern Ireland (QCA, DELLS and CCEA) are working together to develop a jointly regulated Qualifications and Credit Framework (QCF) through a series of tests and trials.
The aim is to reform the current National Qualifications Framework (NQF) and develop a simple and effective structure that allows for the accumulation and transfer of credit achievement over time.
The proposed framework will be a unit-based qualification framework underpinned by a system of credit accumulation and transfer. Designed to recognise a wider range of learner achievements than the National Qualifications Framework (NQF), it will be:
- more responsive to employer and learner needs
- demand- and market-led
- simple, flexible and with currency for learners
- underpinned by a credit system that recognises achievement of units and qualifications.
Timetable
- Tests and trails started in September 2006 and run through to July 2008
- Partnerships are running projects with qualifications and learners to test the mechanisms of the QCF
- Two phases of test and trial projects (Sept 06 – Summer 08, March 07 – Summer 08)
- The experiences and outcomes of each project will be evaluated by an independent organisation (PwC)
- These findings will contributr to two reports for ministers
- An interim report July 2007-08-20 A final report (overall findings and recommendations) July 2008
For further information and detail please click here:
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