Transcript 2012-01-19 - JS to Education Forum slides

Curriculum and General
Qualifications reform… so far
Council for Subject Associations
17 April 2012
Jacquie Spatcher
Head of National Curriculum Review Division
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Our aims
 To establish a new National Curriculum that is a clear, robust and
internationally respected body of knowledge against which
achievement can be measured.
 To develop General Qualifications to make them the most rigorous
in the world, providing a good basis for future education and
employment.
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The case for change
 “.. so many great schools, so many superb teachers and so many
outstanding head teachers ..” but we are performing below our
potential and failing to keep pace with the world’s best-performing
education nations”
 Latest PISA results:
– England ranked 25th for reading, 27th for mathematics and 16th
for science
– ahead of countries like Spain and Italy but well behind Finland,
Hong Kong and Canada
– trend data suggests we have slipped back in rankings since 2006
 But our best schools are bucking the trend.
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The case for change: National Curriculum
 The NC has become larger and more complex than originally
intended, and encourages pace at the expense of instilling deep
learning
 We need to bring it back to its original intended purpose – a guide
to study in key subjects which ensures pupils acquire the core
knowledge necessary for progression
 The NC should embody the cultural and scientific inheritance to
which all young people are entitled.
 And we need to learn lessons from the most successful education
jurisdictions.
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NC Review – where are we?
In December we published:
 Expert Panel report and recommendations
 Summary report on the Call for Evidence
 Evidence on curriculum breadth in other countries
 Evidence on curriculum content in English, mathematic and science
Extension of timetable by one year to:
 To consider fully the Expert Panel recommendations
 ensure full alignment of National Curriculum with GCSE reform
 Allow more time to develop the National Curriculum for English,
mathematics and science in the light of feedback
New curriculum for all subjects will now be taught from September 2014.
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Expert Panel recommendations
Aims, breadth and structure
Aims, and breadth
 Defining whole curriculum and subject specific aims
 Retaining statutory breadth in Key Stages 1-3
 Introducing greater statutory breadth at Key Stage 4
Structure
 Two year Key Stages in primary
 Consider two year Key Stage 3 & three year Key Stage 4
 Short Programmes of Study and no Attainment Targets
except for English, mathematics and science
 Programmes of Study content defined by Key Stages but see
case for year on year approach for primary mathematics
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Expert Panel report – options re breadth
 Option 1 – make subjects non-statutory
 Option 2 – reclassify subjects
 Change statutory basis so that certain subjects are moved into the
‘Basic Curriculum’ (no Statutory Programme of Study or Attainment
Targets)
 Option 3 – reduce prescribed subject content
 “Refined and condensed” Programmes of Study– Government
prescribes only the key elements and minimal Attainment Targets
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Expert Panel recommendations: breadth
Current NC
Subject
Proposed NC
KS1
KS2
KS3
KS4
English
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Maths
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Science
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PE
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Art
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Citizenship
D&T
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Geography
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History
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ICT
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Subject
KS1
KS2a
KS2b
KS3
KS4
English
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Maths
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Science
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Subject
KS1
KS2a
KS2b
KS3
Art
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Geography
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History
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MFL
Music
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PE
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MFL
Subject
Music
KS4
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KS1
KS2a
KS2b
Citizenship
KS3
KS4
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ICT
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D&T
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The Arts
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Expert Panel report recommendations
Attainment targets and progression
Defining expectations through Attainment Targets:
 Level descriptor model is flawed:
 Exacerbates idea of differentiation as an end in itself
 Gives false precision
 Undue focus on pace not depth
 Parents do not understand sufficiently
 Advocate more detailed statements of specific learning
outcomes related to the Programme of Study itself
 At primary - focus on pupils having secure understanding
before moving on
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Next steps
 Government response to Expert Panel report
 Engagement with subject experts on draft Programmes of Study
 Full consultation early in 2013 on all subjects in the National
Curriculum
 Final Programmes of Study in schools by September 2013
 First teaching from September 2014
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The case for change: GCSE reform
 Despite rising results at GCSE, employers and universities still tell
us school leavers do not have a good grasp of the basics
 Evidence that some GCSEs allow unacceptable narrowing of the
curriculum
 Modular GCSEs have led to pupils taking too many exams at the
expense of deep learning
 Need to ensure our exams are as rigorous as those in the highest
performing jurisdictions
GCSE reform: our plans
 Measures to strengthen Ofqual’s governance arrangements and
revise their objectives to ensure that our qualifications keep pace
with the most rigorous systems from across the world
 Changing the rules in the short term so that exams on existing
syllabuses are taken at the end of the course
 Specific marks for spelling, punctuation and grammar in key
subjects
 Longer term changes to GCSEs to ensure that they reflect the new
National Curriculum and support good teaching and in-depth study
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The case for change: A level reform
Two key pieces of research
1. Fit for Purpose? The view of the higher education sector, teachers
and employers on the suitability of A levels. (Ipsos Mori Report for Ofqual)
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Content of A levels does not always meet requirements of HE
Students lack essential academic skills including researching, essaywriting, problem solving, analysis and critical thinking
Modularity and re-sits have created/exacerbated several problems
including grade inflation, over-examination and a ‘second chance’
mentality.
2. We know what HE want from A levels
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(Cambridge Assessment- interim findings)
Content and assessment are too predictable
Universities want to see more essay/open-ended style questions
Re-sits should be limited
A level reform: our plans
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30 March 2012: Secretary of State wrote to Ofqual setting out his
proposals for A level reform:
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DfE should step back from A level development
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AOs/universities to work together on content and assessment Ofqual
to convene annual post-examination review to inform future
qualification development
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Ofqual to establish core “design rules” for new qualifications – formal
consultation planned for summer 2012
… those with the strongest interest in maintaining standards in A
levels have the greatest say over their future direction.
Questions?