framework for accreditation. His proposals in 2004
were welcomed by industry, educationists and the
teaching profession alike, but were eventually
developed into Diplomas. These will combine
interesting and forward-thinking. The successful vocational or applied content with theoretical
projects have involved the teachers and students in learning, set in the context of a particular industry,
the design process and taken their expressed needs known as a ‘line of learning’. Young people
into account. In addition, new technologies are undertaking the Diploma curriculum will ‘be
intended to be integral to the design process to guaranteed to learn practical, functional skills in
support a move towards a ‘personalisation agenda’ English, mathematics and ICT, as well as
through which individual students are enabled to concentrating on the personal, learning and
shape their learning experience to suit their needs. thinking skills so highly prized by employers and
For some, this suggests that the classroom is no higher education.’ (QCA) Although Diplomas will
longer the appropriate model for education, that offer a grounding in an employable skill, they are
teachers will become learning facilitators and designed to be education rather than training.
mentors, and that learning will no longer be linked Their role is to motivate and engage young people
to a particular location, but can take place in a by putting their education into the context of the
variety of settings, actively involving parents in the world of work and ensuring that their learning
education process. All of this will have a major programme has real relevance.
impact upon resources of all kinds for teaching and
learning. Schools will become ‘learning Any changes in curriculum will lead to demand for
environments’ and space will need to become new resources and equipment. The challenge is
more ‘agile’; so resources for the future, whether now that many ‘subjects’ will be taught in a variety
they be innovative ICT or new forms of furnishings of new ways. For example, what resources will an
or fittings, will change the perception of what a education institution need for a course in
‘school’ or ‘learning environment’ may look like. It construction and the built environment? Such
is clear that one size will not fit all any more. changes to deal with a changing world are also
reflected in other ways. After what many see as
As part of this development, considerable effort the restrictions of a national curriculum, both at
was put into reviewing the 14
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19 Curriculum by secondary and primary, the Government is allowing
Michael Tomlinson, to establish and develop more space for ‘creativity’ and ‘problem solving’
_
processes by which all students could share a themselves seen as twenty-first century skills.
25
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