BACKGROUND

The Department's 14-19 reform strategy is designed to bring out the best in every student by offering a range of learning pathways, including increased vocational provision, and challenging students to develop their knowledge and skills in a variety of ways, at a pace consistent with their needs and abilities. Consultation on the 14-19 Green Paper in 2002 showed wide support for the notion that students should have greater flexibility to take GCSEs earlier or later, depending on their ability and aptitude. In the policy document 14-19: Opportunity and Excellence, issued in 2003, we said that we believed there should be more opportunities for young people to develop and progress at a pace consistent with their abilities, without losing the element of challenge along the way.

On 18 October 2004, the Working Group on 14-19 Reform issued its final report. It set out proposals for a new framework of diplomas at entry, foundation, intermediate and advanced levels. The Group proposed that young people should enter the framework at the level appropriate to them and progress at a pace appropriate to their abilities. The Government will respond to the report with a White Paper early in 2005.

The Department is keen to see education in all schools tailored to individual need, interest and aptitude by supporting and encouraging personalised learning. This has at its core, the aim to enable every young person to reach their full potential, whatever their background or circumstance and to go on to become independent learners.

It is important that the Achievement and Attainment Tables support the 14-19 and personalised learning strategies. We have already introduced equivalences into the Secondary Tables, enabling us to take account of a wider range of qualifications in the threshold indicators at level 2. In 2004 we began working with a sample of schools on a pilot study, testing methods to ensure varying rates of progress are reflected in the Tables.

Work so far has tested the practicalities of reporting performance at the end of Key Stage 4, in particular the ability to identify those students who are at the end of their Key Stage 4 studies. It is our intention to automatically include any students removed from the Key Stage 4 cohort one year in the following year's Tables. This will involve some further testing next year.

A sample of schools were invited to participate in the pilot, of which 185 volunteered to take part.

[ Home Page | Previous page | Next page ]