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14 – 16 Curriculum Seminar The impact of recent DfE changes on curriculum planning and outcomes for schools Rajmund Brent Skills and Employability Team.

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Presentation on theme: "14 – 16 Curriculum Seminar The impact of recent DfE changes on curriculum planning and outcomes for schools Rajmund Brent Skills and Employability Team."— Presentation transcript:

1 14 – 16 Curriculum Seminar The impact of recent DfE changes on curriculum planning and outcomes for schools Rajmund Brent Skills and Employability Team

2 That was then ….. ο γ ρ τα τ πάντες πολαμβάνουσι δε ν μανθάνειν το ς νέους ο τε πρ ς ρετ ν ο τε πρ ς τ ν βίον τ ν ριστον, ο δ φανερ ν πότερον πρ ς τ ν διάνοιαν πρέπει μ λλον πρ ς τ τ ς ψυχ ς θος

3 Aristotle said.... At present there are differences of opinion as to the proper tasks to be set; for all peoples do not agree as to the things that the young ought to learn, either with a view to virtue or with a view to the best life, nor is it clear whether their studies should be regulated more with regard to intellect or with regard to character.

4 and this is now … By the end of the Fifth Form all boys will have taken English Language, English Literature, French or Spanish, Mathematics, Religious Studies and a Science. In addition to these core subjects pupils choose, in a wide variety of combinations, four other subjects from History, Geography, Latin, Classical Civilisation, Greek, German, Spanish, Italian, Mandarin, Biology, Chemistry, Physics, Music, Art and Design Technology.

5 The new fragmentation new types of school progression inspection Ebac Wolf performance tables qualifications

6 Qualifications at least 120 Guided Learning Hours (the size of a full course GCSE); grading (more than pass/fail); at least 20% of the final grade derived from external assessment; synoptic assessment; a track record of pupils progressing to further study within the same area and more broadly; take up by at least 100 young people across 5 schools and colleges in a single cohort; appropriate content for year olds that covers a particular curriculum area or vocational sector.

7 14 – 16 Qualifications and Performance Tables From 2014 the Key Stage 4 performance Tables will be restricted to qualifications that are high quality, rigorous and enable progression to a range of study and employment opportunities. Qualifications will only be included if they are the same size as a GCSE or larger and each qualification will count for one in the Tables irrespective of its size. a maximum of two qualifications per pupil that are not GCSEs, established iGCSEs or AS levels

8 14 – 16 Qualifications and Performance Tables The changes apply to courses taught from September 2012 and schools are advised to take these changes into account when planning their timetables. Schools may offer other qualifications that are not included in the performance tables and in all cases should act as though they judge to be in the best interests of their students.

9 14 – 16 Qualifications and Performance Tables Performance in all qualifications will be reported, whether they are in headline measures or not. Structure of tables beyond headline measures still to be determined Achievement reported at end KS4, regardless of when qualification sat.

10 14 – 16 Qualifications and Performance Tables Future lists will be published in November ahead of first teaching November 2012 for the 2015 list, November 2013 for the 2016 list and so on.

11 Just to be clear then … full course GCSEs (level 1 and 2) established iGCCSEs (level 1 and 2) level 2 Principal learning AQA Certificate in Further Mathematics AQA Certificates in Mathematics and English AS levels (level3) Level 3 Asset Language Ladder qualifications Level 3 free-standing Maths qualifications (FSMQS) Graded music examinations at grade 6 and above (level 3)

12 New considerations for curriculum design 1 No extra funding in the academic year 2011/12 for any learning aims that start on 1 June In addition, any students who start learning aims on 1 June but do not come back at the start of the Autumn term may be ruled to have been on the course for more than 6 weeks and so would be treated as a failure for success rates purposes.

13 New considerations for curriculum design 2 WJEC will still offer modular courses for the Welsh market as will AQA. Modular assessment is not recognised in performance tables in England 2014 onwards.

14 New considerations for curriculum design 3 There is only one real Level 2. Maths and English A*-C. Professor Lorna Unwin, Wolf Review

15 Maths and English in Kent 59.9% of learners achieved 5 or more GCSEs at grades A* - C including English and Maths. 40.1% learners did not achieve the basic functional level of English and Maths required for employment or further progression at the end of key stage 4. Fewer than half of those young people who achieve level 2 without English and Maths, go on to achieve a level 3 qualification.

16 What are their chances? Grade in Maths and English B C D E Chances of a level 3 qualification 4 in 5 3 in 5 2 in 5

17 The view from Kent If the new regulations applied to 2011 results: 1248 fewer students would not have achieved 5A*-C +E and M based on outcomes from academies and mainstream schools ony 53% students would achieve 5A* - C + E and M (compared to the actual 61%) Equality Impact Assessment Annex C, DfE

18 Annex C Number of schools% difference A*- C inc M+E – 1 10 – 6 20 – – – 31

19 The proposed curriculum National curriculum core subject with detailed programme of study and attainment targets Mathematics English Science National Curriculum foundation subject – condensed programme of study with minimal or no attainment targets Geography History MFL PE Basic curriculum subject – compulsory curricularrequirements but schools determine appropriate specific content Arts Citizenship D+T ICT RE SE CEIAG WRL

20 The ambition By 2015 all young people in Kent will be able to access education and training that is appropriate to their needs and relevant to the local and national economy. 14 – 24 Strategy

21 The Partnership Lasting public innovations are invariably deeply collaborative undertakings, which succeed only with the mobilisation and collaboration of many different participants. Hargrave, T and Van de Ven, E (2006) A Collective Action Model of Institutional Innovation, in Academy of Management Review, Vol 31, No 4; Mulgan, G et al (September 2007) In and Out of Sync, NESTA.


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