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MULTIPLE CURRICULUM PATHWAYS THAT SUIT THE NEEDS OF STUDENTS RHYS DAVIES ASSISTANT PRINCIPAL MACLEANS COLLEGE.

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Presentation on theme: "MULTIPLE CURRICULUM PATHWAYS THAT SUIT THE NEEDS OF STUDENTS RHYS DAVIES ASSISTANT PRINCIPAL MACLEANS COLLEGE."— Presentation transcript:

1 MULTIPLE CURRICULUM PATHWAYS THAT SUIT THE NEEDS OF STUDENTS RHYS DAVIES ASSISTANT PRINCIPAL MACLEANS COLLEGE

2 Many schools run multiple pathways but these are usually NCEA and Vocational Macleans has an integrated programme of 3 different pathways

3 SCHOOL PROFILE Large roll – 2400 in 2006 Co educational and multicultural 35% New Zealand born 65% New immigrant Asian Middle Eastern South African European

4 SCHOOL PROFILE High Expectations Tertiary focused Traditional values Conservative Education Outcomes School of choice High performing

5 MULTIPLE PATHWAY RATIONALE Catering for differing learning needs Catering for differing learning outcomes Choice International market Philosophical reasons We made decisions to suit the needs of our students (and parents)

6 There is an endeavour to meet the different learning styles and learning needs of:- Boys and Girls Different Nationalities Prior Learning Experiences The focus is on keeping the best interests of the student to the fore.

7 CHOICE There is a belief in giving students a choice if this can be delivered with quality. In this sense Macleans has a liberal view of curriculum

8 INTERNATIONAL MARKET CIE can meet the International market in terms of:- Student Background International student market For us this is largely from China, Korea, Malaysia and more recently from Europe, There is a growing interest in International Universities for both International and local students - in particular these are in Australia, USA, Britain and at home

9 EVOLUTION The triggers:- New Principal Introduction of NCEA Parent survey Change in nature of roll Educational concerns International focus

10 INVESTIGATION Vocational models from other schools in NZ and overseas Investigated IB provisions in NZ and overseas Investigated academies Investigated A levels in Britain and CIE in Singapore

11 STRUCTURE YEAR 9 YEAR 10 NCEA (I) VOCATIONAL NCEA (II) NCEA (III) YEAR 11 YEAR 12 YEAR 13 CIE

12 VOCATIONAL There is now a clearly established third pathway for students who do not aspire to go to university Courses are available in food, restaurant service, hairdressing, travel and tourism, automobile and building workshops These are supported by Abridged English and Abridged Mathematics

13 NCEA Key Decisions Each course to consist of Traditional subjects 24 credits 5 subjects Achievement standard based

14 NCEA EVOLUTION Subsequent changes:- Reduction of credits at level 1 & 2 to 20 Allowance for some unit standards Opportunity for 4 subjects at level 3 Retain 24 credits at level 3 Focus on excellence

15 NCEA ASSESSMENT ISSUES Fair, Valid and Consistent Concerns about staff and student workloads Grappled with reassessment issues Currently:- Little or no reassessment Ensure readiness Allow conferencing

16 CIE COURSE CHARACTERISTICS External Examinations Practical work in Science Speaking and listening tests in Languages Individual research Practical work in Art, Music, and Technology New Zealand based syllabuses

17 CURRICULUM FACTS International Curriculum accepted by all Universities throughout the world. Content is International not British Equate to British A level standard, but evidence suggest CIE is higher Regularly reviewed Local courses (AS Standard) based on old bursary courses Qualifications are standards based

18 CIE LOCAL COURSES These are courses offered by a centre that are not offered by CIE In NZ these are organised through ACSNZ Courses include Latin, History of Art, Drama, NZ History. Not possible to do at A2 Level Some become adopted by CIE as numbers grow (e.g. Japanese, Classics)

19 AS AND A LEVEL Is a university entrance qualification approved by NZVCC Has staged assessments that can stand alone AS – first half of course (Year 12) A2 – second half of course (Year 13) AS is University Entrance standard Students do not have to study A2 level courses

20 SUBJECT CHOICE Over 50 subjects at IGCSE Over 60 subjects at AS and A level Local courses (NZ based)

21 TRAINING IGCSE Offered:- By local subject associations On line through CIE Courses at Auckland by CIE AS/A2 offered:- On line Courses at Auckland by CIE Necessary within a school for internal components at AS/A2 level Very highly regarded Supported by subject cluster groups

22 INTIATING CIE Overseas information Introduced IGCSE Mathematics for year 10 & year 11 and combined Science for year 11 in 2002. 2003 IGCSE for selected students AS for selected students 2004 Open entry, in general for IGCSE Selection on merit for AS Introduced A2 (on merit)

23 INITIAL KEY CONSIDERATIONS IN SELECTING STUDENTS Work habits Ability Satisfying tertiary entry requirements Meeting students aspirations and needs Capacity of school to resource Do not set students up for failure

24 GROWTH (NUMBERS) * Indicates year 13 who are doing predominantly AS + Those who are doing 2 or more A levels ( ) Size of cohort at July 1st

25 GROWTH (BY SUBJECT)

26 COURSE NOW IGCSE Still 5 subjects Combined science has become Co- ordinated Science Science will cease in 2007 Open entry

27 COURSE NOW AS 4 subjects at 5 hours per week 5th subject on discretion 5th subject usually IGCSE or NCEA Entry dependent on IGCSE results Advice available and given High achieving students from NCEA

28 COURSE NOW YEAR 13 4 courses of study Only most able to do 3 A levels (a few do 4) Focus is on breadth 6 (or7) subjects at U.E. standard is the goal As from 2007 special programmes for scholarship

29 UNIVERSITY ENTRANCE 120 UCAS points (see next slide) Minimum of 3 x D at AS or A level Numeracy – D in IGCSE Mathematics Literacy – E in AS English Can mix and match each of the 3 criteria

30 UCAS TARIFF Note: 1. Overseas use different points system 2. Can only count up to 6 subject units

31 U.E. PASS RATES (%)

32 TYPICAL COURSES (STUDENT A) TOTAL 230 POINTS

33 TYPICAL COURSES (STUDENT B) TOTAL UCAS 300 POINTS

34 TYPICAL COURSES (STUDENT C) TOTAL 280 POINTS

35 TYPICAL COURSES (STUDENT D) TOTAL UCAS 330 POINTS

36 TYPICAL COURSES (STUDENT E) TOTAL UCAS 130 POINTS

37 MIXING PATHWAYS At year 11 probably acceptable At year 12 / 13 urge caution If studying NCEA – then no mixing If studying CIE – then no more than one (often this is ESL) Must have general university entry entirely in either CIE or NCEA

38 STAFFING Existing staff trained Recruitment from overseas Feedback is that there is often greater teaching satisfaction Teachers should be in both pathways (ideally) Subject networking is critical

39 LEARNING STYLES Overseas students, both Internationals and new immigrants relate to CIE because it :- Is international Is prescriptive in nature Has a status in their own country Often has revision texts in their native language Is more structured in the way it is taught Is consistent

40 LEARNING STYLES The prescriptive nature seems to have more relevance to tertiary study for example:- A level Science are very similar to 1st year university Skills are placed in a more universal learning context Acknowledges success (in a more reliable way) Recognises excellence –A* IGCSE –A grades in AS and A level

41 LEARNING STYLES OF BOYS If one compares the pass rates (50% + in CIE courses and A,M, or E in NCEA courses) A pattern emerges in our school. Note: For the purpose of this comparison a variation of more than 5% between boys and girls is considered significant

42 AT Year 11 In CIE, IGCSE girls outperformed boys in 2 subjects, whereas boys out performed the girls in one. In NCEA level 1, girls outperformed the boys in 9 subjects, whereas boys outperformed the girls in one

43 AT YEAR 12 In CIE AS, Girls out performed boys in 6 subjects whereas boys out performed girls in 4 subjects In NCEA level 2, girls out performed boys in 10 subjects, whereas boys out performed girls in 2 subjects

44 AT YEAR 13 In CIE A levels, girls out performed boys in 4 subjects In NCEA level 3, girls out performed boys in 7 subjects and boys out performed girls in 5 subjects.

45 TIMETABLING Pathways can be expensive in terms of timetabling. E.g. 85 students across 2 pathways may mean 4 classes – 2 in each pathway. Some courses can be paired in the timetable. (e.g. level 3 French and AS French, Classics)

46 RESOURCES Science Equipment is no different, may even be less demanding Textbooks are more expensive in New Zealand, but in many subjects the books you have are adequate There are initial costs in terms of planning time, but plenty of help through CIE office (Simon Higgins) & ACSNZ Resourcing can be expensive but worthwhile.

47 PRACTICAL ASSESSMENTS Some courses have options Practical examination, or Alternative to practical paper, or Project At AS level Science practicals depend upon Space Equipment Good technicians

48 REPORTING ASSESSMENTS CIE is an assessment of learning. Like NCEA, different aspects and skills are reported on. Unlike NCEA, a whole subject is reported on in terms of a final grade reflecting a common course for all candidates

49 MARKS AND GRADES IGCSE is graded – A*, A, B,C,D (over 50%), E,F, and G AS and A are graded A,B,C,D (over 50%), E and ungraded Individual course papers are graded Marks out of 100 are given

50 SAMPLE REPORTING – AS CHEMISTRY

51 FLOW ON EFFECTS The introduction of CIE, the training, the debate of assessment issues, and the resources available have improved the quality of teaching within all pathways Has impacted on teaching and learning in junior school

52 BEST PRACTICE All pathways allow us to focus on the school wide objective of improving Best Practice through:- Varieties of focus Development of units of work Incorporating IT across the curriculum Application of thinking skills

53 OTHER MULTI-PATHAY PRACTICES Many schools have a variety of vocational pathways CIE and NCEA are taught together – both assessed Streaming / Banding allows for CIE NCEA is the main teaching programme. CIE is an extra taught at lunchtime, before or after school CIE taught as a course offering 6-8 subjects Teach only say CIE Mathematics

54 OUR FUTURE DIRECTIONS Little expansion in numbers of subjects Possible retrenchment in arts No further expansion in A Levels except for Accounting Focus on scholarship as an alternative to full CIE course at year 13. i.e. part CIE part scholarship Continued explaining that CIE is for the average student – maintain an open entry policy

55 USEFUL CONTACTS Ds@macleans.school.nz Simonhiggins@cie.org.nz Dawn.jones@ags.school.nz Websites cie.org.uk acsnz.org.nz


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