The way ahead

In her first major policy announcement as Education Secretary, Ruth Kelly outlined proposed reforms to the secondary and post-16 curriculum, to come into force over the next 10 years. These form the Government's response to the suggestions made by the working group chaired by the former head of Ofsted, Sir Mike Tomlinson.

Among the key points for teachers are:

• A new vocational Diploma in 14 work-related areas, awarded at three levels. This will build on an expanded Apprenticeships framework. Level 1 will cater for those below GCSE standard, Level 2 will be equivalent to GCSE, and Level 3 matching
  A level for depth and rigour. All Diplomas to include 'functional' maths and English. Some may include academic A levels and GCSEs
• English and maths at the heart of the whole 14-19 phase. No-one should leave education without mastering these basics
• Key Stage 3 curriculum review to bring more flexibility. This will give schools more scope to address low basic skills and to stretch the most able
• GCSEs to stay, but grades C and above in maths and English will be harder to achieve. There will also be a new general Diploma for students achieving 5 GCSEs of grade C or above, including maths and English
• A levels to stay, but with harder 'stretch' elements. There will be optional tougher questions in exams, an extended project to test wider skills, and university-level work for the most able. Universities will be given students' exact marks for all AS and, later, A2 units
• Students entitled to mix academic and vocational elements. This may mean students progressing at different speeds and dividing their time between school and college.
  
  To accomplish this, teachers will receive extra training. This will help them broaden their teaching range, to take in the new Diplomas and work with employers and colleges. The workload agreement will be honoured throughout
• Assessment will be reduced. The number of assessed A level modules for each subject will be reduced from six to four, and the QCA will look at ways to reduce the coursework load at GCSE. E-assessment will also help
• Disengagement after Year 9 and drop-out after Year 11 should decrease. Contributing factors will be the increased choice of places to study between 14 and 16, and higher-quality vocational learning for all students from 14 upwards

Timetable for change

The reforms will be phased in between now and 2015. But Ministers say the priority at all times will be to ensure that no-one studying will be disadvantaged as the new system is implemented.

During the first three years, the DfES will work with universities and employers to explore ways of broadening the A level system. To this end, there will also be pilot schemes where A level students complete an extended project, exhibiting breadth and depth of investigational and presentational skills.

Ministers say they will continue to reform maths across the secondary curriculum, in line with professor Adrian Smith's report last year, Making Mathematics Count. The uptake of science and modern languages in KS4 will also be promoted.

"I want every teenager educated to the very limit of their ability. That means ensuring that we have an education system that tackles the historic weakness in the system; so that every single teenager, not just the vast majority, get the education they need and deserve to get on in life," says Ruth Kelly. 

Words: Steve McCormack  Illustrations: Ben Wachenje

For more information

www.dfes.gov.uk/publications/14-19educationandskills

For information on Adrian Smith's report, visit www.dfes.gov.uk/mathsinquiry/

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This content was published in March 2005 and may not reflect current policy