National Policies and Initiatives: Education and Training 14-19 Age

This report provides a comprehensive analysis of the national policies and initiatives governing education and training for the 14-19 age range. It covers key policies such as 'Every Child Matters' and apprenticeship programs, detailing their objectives and impact on providing equal access to education and skills development. The report also examines the legal frameworks and key legislation, including CRB requirements, equality and diversity acts, and their role in ensuring a safe and inclusive learning environment. Furthermore, it analyzes the relationship between schools and other learning providers, emphasizing the importance of widening choices, supporting decision-making, and developing a skilled workforce. Teaching, learning, and assessment approaches suitable for this age group are also discussed, highlighting the need for impactful and adaptable methods to cater to the unique needs of 14-19 learners.

Working with the 14 19 Age Range in
Education and Training

Table of Contents
INTRODUCTION...........................................................................................................................1
Task 1...............................................................................................................................................1
National policies and and initiatives for the education of 14-19 age range...........................1
TASK 2............................................................................................................................................4
Analyse the relationship between schools and other providers of learning for the 14–19 age
range.......................................................................................................................................4
Task 3...............................................................................................................................................6
Analyse teaching, learning and assessment approaches for use with 14–19 learners............6
Analysis of assessment...........................................................................................................8
CONCLUSION................................................................................................................................8
REFERENCES................................................................................................................................9

INTRODUCTION
Education plays a crucial role for the development and better of society because a well-
educated child can only contribute to build a healthy environment and also helps to increase the
income of the country (Harbourne, 2022). Children up to 14-19 have curiosity so they can easily
catch the things and become a responsible citizen of the country. Different educational policies
help to give equal access to education to all groups of children. This report will cover all the
legal frameworks, policies and current provisions regarding education foe children up to age of
14-19. the main discussion of this report will be based on how these polices are helpful for
children to develop their skills and knowledge (Almairi, and et.al., 2021).
Task 1
National policies and and initiatives for the education of 14-19 age range
Education policies of the children for the age group of 14-19 includes apprenticeship and
every child matters. These polices are a positive stepping stone for all the student of this age
group to give the equal access of education. The main goal of these policies is to provide the
learning opportunities to the children who cannot afford going school (chargualaf, elliott, and
patterson, 2020).
Every child matters: Every child matters were launched in 2002 by the government of UK. A
girl named Victoria climbie was mentally and physically tortured by her aunt and her husband
and after this incident she was killed. Every child matters were response to this incident.
Government of UK issued green paper in 2003. These polices are reviewed as master of
development program for the education of the children. Local authorities, government and other
agencies are working together for the development and improvement of the children. The
children act was coming into force in 2004 and this provides educational support to children for
the betterment and development. Children up to age of 14-19 living with disabilities should get
the equal access to education. Main goal of this policies is to meet the educational requirement of
children (Clumpner, 2021). The objectives of every child matters includes to protect the child
form any kind of harm, to improve their skills for the future and to make sure that children are
not stopped by financial disadvantages form reaching full potential. There is a requirement of
multi agencies or organisation working collaboratively to achieve these goals. Every child
matters ensures that every individual child is having opportunity to improve and develop their
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self and get the job according to their chosen demons. To make sure that the objectives are
reaching the goals some laws has been made.
Apprenticeship: it is a structure for learning and crafting foe children. Children up to age of 14-
19 who do not want to remain school anymore and look for a job comes under the target of
apprenticeship. Programs are conducted are generally academic programs (Sturre and et. al.,
2022). Apprentices are generally full time apprentices and funded by skill funding organisation.
These academic theme are generally provided at colleges. Funding is based on local and national
skill needs. A facility which is not a priority will depend upon self-funding. Some children of
this age need personal and special and special development foe their future. Children up to age of
14-19 are having hormonal changes and due to these hormonal changes learning and teaching
method should be impactful to reach its goals. Teacher plays a vital role for the improvement and
development of children of these age group. As a teacher responsibilities are to make children
independently ready to deal with such changes. These children need to made focus on their
chosen path for their betterment. A sudden transition can be seen in this age group from
childhood to adulthood. The teachers should be skilled to effectively convey their instruction and
suggestion to children. Children up to age of 14-19 are taught with different teaching models and
techniques. To have successful outcome of learning there is requirement of learning strategies
and policies (Downer, Gray, and Andersen, 2020).
National curriculum in schools: national curriculums provides a list of topic and subjects which
is required to be taught to children of this age group. It provides learning to children at key stages
1-3 and adult children can get education from foundation. During the age of 14-19 students get
the knowledge to build their carriers in future. As learning is important so as skills are also
required so students can contribute to country's development. Education at the age 14-19 is very
crucial because it has ability to participate in understanding social justice and inclusive society.
These curriculum offers to gain knowledge and skills which are portable to a number of settings.
Essential knowledge which is required to be a responsible citizen to contribute to the
development of society is provided to the children of this age group. All local authorities running
schools must provide education which is helpful to make them a responsible citizen. Maximum
national curriculums were introduced in the year 2014. The science curriculum was launched in
2016. In school’s national curriculum is a simple programme which is made to make sure that in
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education content are uniformly distributed. National curriculum framework provide guidelines
and rules regarding syllabus, teaching methods and practices.
Work based learning post 16: it is the educational policy which make children learn what they
have gained from regular life experiences. It includes learning for work, learning at work and
learning through work. Learning requirements should be suitable to the needs of employer. Work
based learning is lay out for apprenticeship (Ravulo, 2018). Apprenticeship refers to full time
training and it is sponsored by skills funding agency. This helps access to higher learning so
children can experience out of the school by colleges for higher studies. It provides a platform to
prepare children themselves for professional requirements. Programs conducted for the children
are academic based. The supplier is mainly private trainer and further education sector.
According to these policy children may learn from the past activities and apply it for the future.
CRB requirements: CRB stands for criminal records bureau. It is initiated by the home office to
regulate criminal checks on able teachers and employee so people who do not have skills or not
able to work do not get chance to teach or work with learners. The main objective of CRB is to
ensure that learners are safe from abuse. It was initiated policy act 1997-part V. it was it was
introduced in the year 2002. it was established for the children safety. This helps to rectify the
unsuitable person working with learners (Plasman, 2018). To achieve better outcome a teacher
should include all the needs set by criminal records bureau. By considering all the needs an
organisation is safe from all the harmful people and a good environment will be developed.
Equality and diversity: to promote equal society it is ensured that there is equal access to
education to all the children belongs to different race or society. This helps to protect every
individual from being bulled and discriminated in terms of education. This helps to reduce the
case of victimization. This makes sure that the learners are not prejudged according to their
culture and society. The equality act states that no learner should for their age. Every age group
has same access to education. Learners are also discriminated for the sex. Every learner should
get the same job opportunities either is a male or female. Race is also a big reason for being
discriminated (Lakshmi and et. al., 2019). This law makes sure that learners of different race
would get the same job opportunities.
Equality of act, 2010: the equality law talks about the equal right of the leaners. It ensures that
that learners are safe and get the equal opportunity to perform and get the job. This law makes
sure that learning stuff and environment should meet with standards to full dill the requirement
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of learner. The main objective is to focus on anti-discriminatory learning so every single learner
can get the opportunity to get the job of their own choice. Learning methods varies to meet the
leaner requirements. Different learning sources are used to make effective learning. Different
task activities are conducted to convey the information easily to learners. Teacher should work
together with other workers to deliver effective learning (Kuzminykh, Ghita, and Xiao, 2021).
TASK 2
Analyse the relationship between schools and other providers of learning for the 14–19 age range
There are three important points for analysing the relationship, which are following:
Widening choices: A school can affect very significantly that how a young student can decided
their choice because a school is very efficient in providing student support, expectations of staff,
leadership of school and curriculum management program. It is said that when a student feel
support by the school in taking any decision then they are more affected by school factors,
available carrier educational and guidance provisions, and they are less affected by the external
factors as like their friends and family (Almairi, and et.al., 2021).
Decision-making mechanism in the case of young people: young students need more time to
take the decision about the carrier and they give good response with the teachers and discussion
for quality and impartial conversation for the knowledge about the course. All of the children
have different quality to take their decision and many of those are not be able to make their
decision so, that those student's decision making ability depends upon the curriculum activity an
d the available support for them at the time of reflection. Most of the time young people is not
sure about their decision it may be fluctuate in their interest so, there is a necessary need of
support for those student in making their decision. The 14 years old student need supports to
gather information for selecting the appropriate subjects. So for understanding the content of the
chosen subject and to create sustainability, involvement of other provider with school play very
significant role (chargualaf, elliott, and patterson, 2020).
Working towards providing skilled workforce: workforce development is a policy approach in
which, for employability skills or regular economical increment, there are a collaboration of
school, employer, government and individual learner. To review the requirement for workforce
development and capability required for the employability in between 14-19 student and
financial development nationally; the following steps should be utilised- the workplace must be
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busy as a template to give a learning culture for development and also develop the various kinds
of technique and skills which is needed by 15-19 learners to accept the original world of
employment. In the development of workforce learning in the workplace plays an important role
however others methods can also be used to develop the work force. Like Learning Method,
which is used for the impactful results in the workforce improvement which includes;
 Job training which is specific for and managed by the employers.
 By the generic vocationally associated skills.
This may involve basic skills, key skills, core skills, transferable skills and so on (Clumpner,
2021).
Benefits: It can improve the employee ability, self believe, ability and development in the
quality of workers. It involved and inspire the workers. For boss, it decreases the enlistment
price, It also enhance and improve the fertility and potency of the owners, it also enhanced the
economic improvement.
Opportunities for applying learning in employment context: For the careers and world of work, it
underlines the learning results.
Developing thinking skills: Chances are given through the school via the syllabus for the
student to improve and claim their thinking ability of planning, improving and throwing back
which is going to be essential in their future and the world of work.
Developing communication skills: By the help of syllabus chances are given to the students to
application, improve and use of the skills of verbal, nonverbal, writing, oral and reading. It can
be attained via analysation of others and theirs work also (Downer, Gray, and Andersen, 2020).
Objective of these skills to assist the student for develop the skills of communication which can
be implied in different parts of life. If the communication is well developed in the learning
environment, then it became very useful in the future carriers and the field of job.
Developing ICT skills: It provides chances for the students so that they can develop and apply
their knowledge of ICT as like as given in the school syllabus for finding out and resolving the
problems via using a variety of equipment and the software.
Developing number skills provide the opportunity for the student to develop and use the
mathematical and calculating skills in the carrier and future work place (Fursman, 2020).
Personal and social education development: chances for the students to develop their health,
emotional, moral and spiritual character and use this in the future for carrier and job.
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Task 3
Analyse teaching, learning and assessment approaches for use with 14–19 learners
According to Kolb, Learning is the procedures, in which knowledge is made up via the
representations of experience. So, that the teacher must have to give their focus in increasing the
learning nature which is good for the students and their success. To attain this, teachers must
accept a comprehensive try for learning, analysation and teaching; they must pay surety to give
an impactful learning chances for the students. Give each student with an individualized
experience which favours improvements, accomplishment and development; it is dominant to
give a personalized and differentiated of individual, learning and analysation to meet each
student's interests and requirement. It also plays an important role to provide support to the
improvement of individual, thinking and learning skills together with the independence in the
learning (Fursman, 2020). To give relevant extra learning help, to help personnel improvement
and progress and to give surety for all the learners, as they needed to achieve access and to gain
the superior quality knowledge that make the young students able to progress in the world of
work or any higher study, to achieve qualification which are customized to the needs of
individual and their interests. Assist support for the students with chances to learn to evolve and
progress via appropriate engagement with the world of work in which within the syllabus
delivery use of workers include. For increment in the quality of learners learning; the guide or
teachers must have the knowledge about the relationship between the learning conditions,
attitude and analysation of the conditions and learners steps towards the learning on learning
results.
Kolb's theory: in 1984 a version of learning style was published by David Kolb. He told for
impactful study to be seen, that student must move forward via a cycle of two level stages. In the
theory of Kolb, he improves the learning techniques inventory in which require dealings with the
student’s mental action procedure. Kolb told, that the development of the new thinking is
assisted by new experiences. The 2 level stages in Kolb's theory were mentioned to like as: (1)
experimental learning cycle's 4 stages & (2) 4 separate style of learning (Harbourne, 2022).
Description of Experimental learning cycle; it includes 4 components:
 Concrete learning: It is defined as condition of students to take new perceptions for the
presenting experiences.
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 Abstract conceptualization: it is for evolving the new thinking on the reflection of a
persisting idea.
 Active experimentation: conditions where students would introduce the new idea for his
working culture and the wish that it may provide a modified outcome in future
experience.
 Reflective observation: representing the individual experiences to an encounter
in 1974 Kolb recognize learning is an interconnected phenomenon with one another in all the
stages so, there are not any specific sequence for entering in this cycle of learning. By executing
all of the four stages of the Kolb's model a student can do an effective learning. Therefore,
individually no stages can able to provide any effective learning.
Description of learning style: Fundamentally, to give all students with an
individualized experience and to give a bespoke and modified teaching, learning and analysation
to meet all student's favoured styles. These are the 4 learning method to be examine.
Diverging styles: students like to accept a practical move for problems and retain a
unbiased. They are good barnstormers and rather they would like to watch. Most of the time they
gain the thing in a different manner, they known as a team player are also be very ingenious.
Assimilating learners: they are said to be logical and they are not being indirect. They
concentrate their mind regular on the concepts and new ideas. They do not concentrate on the
people around them.
Converging learners: They are mainly an issue or problem resolver. They usually use
the potential to solve the practical problem. They generally support technical woks and are less
interact with the surrounding people and interpersonal things. They struggle with the practical for
solving the issue. Interpersonal and social issue is not their strength.
Accommodating learners: They act on partial. They are spontaneous. To resolve the
problems, they often used interpersonal thinking. Therefore, logic is not their strength.
Information learning technology (ILT): It is another way of learning template which is to be
very effective for 14-19 students. It is very helpful to develop high quality electronic
progression, analysation and tacking system.
Analysis of assessment
Online testing it can be an impactful media for diagnostic and initial analysation as for example
my initial analysation at LMSE, was diagnosed in numeracy, IT and literacy for determining my
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level. I also take the help of interview and observation when initially analysing. The interview or
watching will specify the student’s prior skills and knowledge. When I evaluate I also use peer
analysation and self-evaluation for building the trust and provide a relaxed culture to learning.
Self-evaluation and peer evaluation can lead to a practice that is reflective. It can increase your
practice. Formative assessment provides us a good indication of student’s improvement and
indicates if students require a changes of attitude (Heiser, and Levy, 2022).
CONCLUSION
By performing above task it is concluded that the policies are made for the improvement
and betterment of education. Skills and knowledge is required to be developed to get better job
opportunities. All the legal framework, policies and current provisions has been covered
(Mamvuto, 2019). This report tells us that the distribution of content should be equal among all
the children belong to different race and society. Different laws and policies are made only to
promote anti discriminatory learning.
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REFERENCES
Books and Journals
Almairi, S.O.A., and et.al., 2021. Students’ and Faculty Perspectives Toward the Role and Value
of the Hidden Curriculum in Undergraduate Medical Education: a Qualitative Study from
Saudi Arabia. Medical Science Educator, 31(2), pp.753-764.
chargualaf, k.a., elliott, b. and patterson, b., 2020. student veterans in higher education. Veteran-
Centered Care in Education and Practice: An Essential Guide for Nursing Faculty, p.283.
Clumpner, J., 2021. Art Curriculum Authenticity: Elevating Secondary-Student Voices in the
Creative Process. Art Education, 74(2), pp.22-29.
Downer, T., Gray, M. and Andersen, P., 2020. Three-dimensional technology: evaluating the use
of visualisation in midwifery education. Clinical Simulation in Nursing, 39, pp.27-32.
Fursman, J., 2020. Chasing pedagogy: Searching for a new school portrait, or can this be a
school if it doesn’t look like one?. International Journal of education through art, 16(2),
pp.197-207.
Harbourne, D., 2022. University Technical Colleges: The First Ten Years. Legend Press Ltd.
Heiser, C.A. and Levy, J.D., 2022. advancing equity in student affairs through assessment
practice. Reframing Assessment to Center Equity: Theories, Models, and Practices.
Kuzminykh, I., Ghita, B. and Xiao, H., 2021, August. The Relationship Between Student
Engagement and Academic Performance in Online Education. In 2021 5th International
Conference on E-Society, E-Education and E-Technology (pp. 97-101).
Lakshmi and et. al., 2019. Knowledge, Awareness and Practice Regarding Drug Abuse among
Teenagers between the Age Group of 14-19 Years: A Questionnaire Survey. Indian Journal
of Public Health Research & Development, 10(11).
Mamvuto, A., 2019. Visual arts and art education in Zimbabwe since the 1999 presidential
commission of inquiry into education and training (CIET) Report. Teaching Artist
Journal, 17(1-2), pp.34-44.
Plasman, J.S., 2018. Career/education plans and student engagement in secondary
school. American Journal of Education, 124(2), pp.217-246.
Ravulo, J., 2018. Risk and protective factors for Pacific communities around accessing and
aspiring towards further education and training in Australia. Widening Participation and
Lifelong Learning, 20(1), pp.8-38.
Sturre and et. al., 2022. Using assessment centres to develop student competence: Nine steps to
success and better partnerships. Innovations in Education and Teaching
International, 59(2), pp.172-182
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