How to Maximise Learning Opportunities & Raise Achievement by Broadening the 14-19 Curriculum By...
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Transcript of How to Maximise Learning Opportunities & Raise Achievement by Broadening the 14-19 Curriculum By...
How to Maximise Learning Opportunities & Raise
Achievement by Broadening the 14-19 Curriculum
ByMark Attenburrow
New 14-19 agenda for schools
New Thinking Required to DevelopA Relevant Curriculum for ALL
‘The sorts of action steps an organisation comes up with, the sorts of knowledge it
seeks, the sort of thinking it uses, are directly related to the size of the goal
pictured in peoples heads’. John O’Keefe (Group Vice President, Procter & Gamble):
Business beyond the box
Understanding the new 14-19 agenda for schools
Let’s admit it. Corporations around the world are reaching the limits of Let’s admit it. Corporations around the world are reaching the limits of incrementalism. Squeezing another penny out of costs, getting a product to incrementalism. Squeezing another penny out of costs, getting a product to market a few weeks earlier, responding to customers’ enquiries a little bit market a few weeks earlier, responding to customers’ enquiries a little bit
faster, ratcheting quality up one more notch, capturing another point of market faster, ratcheting quality up one more notch, capturing another point of market share – those are obsessions of managers today. But share – those are obsessions of managers today. But pursuing incremental pursuing incremental improvements, while rivals reinvent the industry, is like fiddling while Rome improvements, while rivals reinvent the industry, is like fiddling while Rome
burns.burns.
Gary Hamel, Strategy as RevolutionGary Hamel, Strategy as Revolution
How do we raise achievement?
Aiming for 2% incremental change in results (5 A*-C GCSE) or reinvent the
industry?
Understanding the new 14-19 agenda for schools
Fact: of 30 OECD Countries only Mexico, Turkey & Greece have more students
dropping out at 16
‘Countries that provide individuals with one additional year in education can boost
productivity and raise economic output by 3% - 6% over time’
Source: Adreas Schleicher, OECD Policy Brief 2006
Understanding the new 14-19 agenda for schools
Redefining ‘entitlement’
Defining ‘broad & balanced’ curriculumTo include: vocational work-related and
enterprise learning for all young peoplePreparing tomorrow’s workforce for their
role in the economy in the 21st Century
Understanding the new 14-19 agenda for schools
Redefining ‘Entitlement’
“Moved from one where all students received the same curriculum to, one where the curriculum is appropriate to
the individual”
Understanding the new 14-19 agenda for schools
Disaffection & poor performance is often linked to:
1. Inability to access the curriculum2. Low motivation to learn3. Lack of perceived relevance of
subject matter4. Pressure from ‘one speed’ result
driven common curriculum
Understanding the new 14-19 agenda for schools
White Paper More opportunities & incentives for 16-19 year
olds to reach level 2 in English and Maths where not achieved at 16 (GCSE or equivalent)
More opportunities to combine academic and vocational learning
New ‘Specialised Diplomas combining academic and vocational study covering 14 lines available at level 1,2,3.
Understanding the new 14-19 agenda for schools
‘No school will be capable of delivering the full entitlement and nor would we want them to. We want individual institutions to play to their strengths, focusing on the things they do well and relying on others to provide the things they do less well. This collaboration between institutions…..will ensure both the full range of provision is available and that standards continue to rise.’
Dfes Website (Dfes: 14-19 Gateway Education & Skills White paper)
Progression - Level 4 qualifications/Employment
NCFLevel 3
A Levels(academic
&vocational)
AS levels
(academic & vocational)
OCRNational
BTECNational
Apprenticeships NVQ level 3
NCFLevel 2
GCSEs grades A*-C(academic &
vocational)
OCR L2Nationals
BTEC First
Diplomas
City & Guilds
Craft Cert.
Young Apprenticeship
AQA Preparing for working
lifeOCR – Work
Related
See 96 ListEg.
Vocational/
Workrelated
NVQlevel 2
NCFLevel 1
GCSEs grades
D-G
BTEC Introductory
Cert. / Dip
OCR L1Nationals
Eg. AQA Preparing for
working life
OCR Cert – Work
Related
See 96 ListEg.
ABC BoardHosp. & Catering / MotorMechanic – ETC
NVQ level 1
NCF – Entry LevelEntry qualifications including: BTEC Skills for Working Life and
Life Skills / OCR Entry Certificates
Curriculum Audit – breadth of opportunity
Progression - Level 4 qualifications/Employment
NCFLevel 3
A Levels(academic
&vocational)
AS levels
(academic & vocational)
NCFLevel 2
GCSEs grades A*-C(academic &
vocational)
NCFLevel 1
GCSEs grades
D-G
NCF – Entry LevelEntry qualifications
Curriculum Audit – Where are you now
Progression - Level 4 qualifications/Employment
NCFLevel 3
A Levels(academic
&vocational)
AS levels
(academic & vocational)
NCFLevel 2
GCSEs grades A*-C(academic &
vocational)
NCFLevel 1
GCSEs grades
D-G
NCF – Entry LevelEntry qualifications
Curriculum Audit – Where do you want to get to by ______
Building capacity through partnership
Driven by: Resource issues Curriculum entitlement (14 lines) By need for 100% of students to succeedHow: College partnerships Cluster partnerships School / employer / industry - partnerships
Bungay High School Example
Profile: Rural school with approx. 50% bussed 950 13-18 (middle school feed) 10 form entry 5 or more A-C grades 2003 - 60% Bungay works with 6 external partner groups:
Gt. Yarmouth College; Otley College; CTS (training provider), Broads Authority; Employers; Cluster School
12% on SEN register
Building capacity through partnership
Cluster of schools
Full Teaching Load
Teaching Load
Teaching Load
Teaching Load
Free
Free
Free
Waisted Resource
Opportunities Business – Creative use of option blocks
Mon Tue Wed Thu FriOpt Bl 1 Yr 10
Link / WRL
Opt Bl 1 Yr 11
Link / WRL
Opt Bl 1 Yr 10
Link / WRL
Opt Bl 1 Yr 11
Link / WRL
Opt Bl 2 Yr 10
Link / WRL
Opt Bl 2 Yr 11
Link / WRL
Opt Bl 2 Yr 10
Link / WRL
Opt Bl 2 Yr 11
Link / WRL
WRL ? WRL ?
WRL ? WRL ?
Building capacity through partnership
Cluster of schools
14 Student – Course Ideal Model
Course A
Course B
Course C
Spare
Spare
Spare Capacity
Wasted Resource
Bungay High School ExampleBuilding opportunities:KS4 Traditional 9/10 GCSE programme Introducing a BTEC strand (Sport) L2 + Countryside Studies Construction / Catering / Hairdressing & Beauty (link
programmes) L1 Wide range of WRL opportunities eg. hairdressing,
construction, garage trades, care professions etc. GCSE Health & Social CareKS5 OCR National Health & Social Care BTEC First Diploma in Sport (Outdoor Education) BTEC National Science OCR National Certificate L2 in T&T OCR National Diploma L3 in T&T + Sport
Bungay High School ExampleBuilding opportunities:KS4
In partnership C&G 6000 series Construction L1 (Yr 10 / 11) 24
students – hands on. ABC Catering Award L1 (Yr 10 / 11) 22 students BTEC Certificate Hairdressing L1 (Yr 10 / 11) 28
students BTEC First Certificate in Countryside Studies Employers – wide range of opportunities underpinned by
a training provider offering an appropriate qualification
Bungay High School Example
Key considerations:
Timetabling – 2 option blocks put back to back to allow 4 period morning block
Most vocational courses have school component to provide an integrated course + make them more affordable
College Flexible Funding supports vocational programmes
Bungay High School Example
Key considerations: Staffing
School vocational co-ordinator manages link programmes and supports school vocational programmes
Inclusion co-ordinator (TA) monitors college programme on a day-to-day basis + sets up and monitors WRL placements
In school we employ one member of staff who has a catering background for x3 days per week
Bungay High School Example
Key considerations: Transport TA student support provided Cultural differences College staffing Tracking progress and achieving certification
Bungay High School Example
Key considerations: Marketing / student selection Parental notification / parental consent Induction programme Information flow to & from partners Student contract / Code of conduct School / College agreement Emergency procedures Use of Yr 10 work experience
Vocational Programme Costs
Programme Year 10 Year 11 HoursCost /
hr Total TotalAdd.
TransportCost of
programme
weeks weeksper
week Year 10
Year 11
Hospitality 38 33 2.5 £55 £9,763
Hair & Beauty 38 33 2.5 £55 £9,763
Construction 38 33 2.5 £50 £8,875
Construction B 33 2.5 £50 £4,125
Transport Yr 10 Gt.Y 4180 £4,180
Transport Yr 11 Gt.Y 3630 £3,630
Transport Yr 11 Low 2640 £2,640
Countryside studies 1000 £1,000
Capitation £800 800 1600
Total 4294 6402 10 210 800 800 45575