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