Transcript Transforming education for 14
-
Qualifications and Curriculum Authority
QCA Update NAIGS 2 July 2009
David Harrison
Overview
• • • Changes at QCA Primary – Primary Curriculum Consultation – APP Primary Science Secondary – Draft GCSE Criteria – Diploma
“to develop modern, world-class curriculum and assessment which will inspire and challenge all learners and prepare them for the future”
Curriculum reform consultation
A DCSF consultation managed by QCA
“I would like to see children having access to as wide a range of experiences as possible so each child has an opportunity to shine.”
Parent
A DCSF consultation managed by QCA
Consultation overview
The government is proposing important changes to the curriculum and is giving those involved in education, including parents, teachers and learners, the opportunity to comment on the proposals. This feedback will be used by the government to inform its final decisions.
A DCSF consultation managed by QCA
There are four separate consultations:
•
the primary curriculum
•
personal, social, health and economic education
•
level descriptions for subjects
•
updated non-statutory guidance for religious education A DCSF consultation managed by QCA
Proposals to change the primary curriculum
A DCSF consultation managed by QCA
Opportunities
Quotes from the independent review What is set out in the draft programmes of learning represents a national entitlement with full scope for teachers to shape and supplement it.
How schools choose to organise their curriculum and timetable will remain a matter for them The touchstone of an excellent curriculum is that it instils in children a love of learning for its own sake. This means that primary children must not only learn what to study, they must also learn how thus become confident, self disciplined individuals… to study, and
Sir Jim Rose
A DCSF consultation managed by QCA
Secretary of State: the remit
To continue to raise standards, narrow the gap and achieve ambitions set out in the Children's Plan by:
•
Increasing flexibility for teachers to personalise learning
•
Securing the basics : literacy, numeracy and ICT
•
Maintaining a broad and balanced curriculum , introducing languages
•
Strengthening the approach to personal development
•
Promoting creativity and a lifelong love of learning
•
Improving transition – EYFS and secondary A DCSF consultation managed by QCA
What practitioners say they want
•
More flexibility , less prescription
•
Focus on deep learning not just coverage
•
Securing essentials – in a range of ways
•
Securing wider skills , especially 'soft skills' and social/emotional skills
•
Good balance across all subjects and areas of the curriculum
•
More scope for local interpretation and connecting learning to contemporary issues A DCSF consultation managed by QCA
Curriculum aims
The aims of the secondary curriculum should be extended to the primary curriculum to enable all children to become:
•
successful learners
•
confident individuals
•
responsible citizens A DCSF consultation managed by QCA
Essentials for learning and life
The essentials are embedded throughout the whole curriculum They are:
•
literacy, numeracy and ICT capability
•
learning and thinking skills, personal and emotional skills and social skills A DCSF consultation managed by QCA
Areas of learning
Proposed national curriculum A DCSF consultation managed by QCA
The full proposed primary curriculum also includes religious education as a statutory subject.
What’s in areas of learning?
Each area of learning has a common format and includes:
-
an importance statement
-
essential knowledge
-
key skills
-
breadth of learning
-
curriculum progression
-
cross-curricular studies A DCSF consultation managed by QCA
What’s new?
• • • •
A more coherent and less prescriptive curriculum
–
based around aims and essential skills
–
six broad areas of learning Increased focus on early literacy and numeracy ,
–
including speaking and listening: use and application Increased expectations on the use of ICT
–
to enhance learning throughout the primary curriculum Greater emphasis on personal development as one of the essentials for learning and life A DCSF consultation managed by QCA
What’s new?
• • • • •
A curriculum format that emphasises essential knowledge , understanding and skills – discipline and depth Ensuring a breadth of learning Curriculum content set out in three phases
–
to help schools plan for progression and transition Subject teaching to be complemented by challenging cross curricular studies More scope to select content according to local circumstances and resources A DCSF consultation managed by QCA
Why areas of learning?
•
Supported by international evidence
•
eight of ten countries that have recently reviewed their primary curricula have moved to an areas of learning design
•
Supported by NFER research with teachers
•
Supported by Ofsted evidence
•
schools with outstanding curricula provide skilled subject teaching and opportunities for children to benefit from rich cross-curricular studies A DCSF consultation managed by QCA
Timeline
May – July 2009: September 2009: January 2010: September 2011: Public consultation Government decisions expected First materials available on national curriculum website First teaching of the revised primary curriculum A DCSF consultation managed by QCA
Assessing Pupil Progress
1.
Why is this area of learning important captures the significance of this area for children’s education
2.
Essential knowledge captures the big ideas of what it is children need to learn at primary school
3.
Key skills are the important skills that children need to develop in this area of learning in order to progress at primary school
4.
5.
Breadth of learning covers a sufficient range of content and experiences The three curriculum stages (early, middle and later) help teachers plan for progression
6.
Cross-curricular studies makes useful links to other areas of learning and the essentials for learning and life framework 7.
The explanatory text is helpful in improving understanding of this area of learning 8.
There is sufficient reference to ICT in this area of learning
Assessment and APP
1. The learner is at the heart of assessment 2. Assessment needs to provide a view of the whole learner 3.
Assessment is integral to teaching and learning 4. Assessment includes reliable judgements about how learners are doing related, where appropriate, to national standards and expectations
How does APP work?
Four simple steps: 1. Generate evidence from teaching 2. Review the evidence periodically 3. Make a judgement 4. Use information from APP
Lessons from the pilot schools
• Recognise APP as a long-term investment in the profession and teachers’ confidence • Phase introduction by subjects and numbers of pupils involved but involve all teachers and TAs across school or department • Focus initially on a sample of pupils so that teachers become comfortable with the assessment guidelines • Use internal moderation and the standards files for accurate assessment • Look at ways of using APP when discussing progress with pupils, parents and carers
Where next with APP science…
• KS3 materials available from: http://nationalstrategies.standards.dcsf.gov.uk/node/157236 • Primary materials available from Jan 2010 • Dissemination and training – building capacity in the system
GCSE Science
• • • • • QCA is leading the review of criteria for GCSE science qualifications, working closely with the subject community: learned societies; subject associations and teachers. We will consult on the criteria from mid-June to mid September and submit the revised criteria to the regulators for approval in the autumn. Specifications based on the revised criteria will be accredited by September 2010 for first teaching in September 2011. The current GCSE science criteria will be replaced by six separate criteria: biology, chemistry, physics, science, additional science and additional applied science. The consultation is due to start on Friday 19 th Friday 11 th September June; closes http://www.qca.org.uk/qca_21855.aspx
Timetable for changes to GCSEs
• • • • • • New GCSEs (except English, English Literature, ICT, mathematics and science) have been accredited (summer 2008) and specifications are now available for first teaching in September 2009.
Greater consideration of equalities and diversity issues in design of criteria and specifications New GCSEs in English, English literature, ICT and mathematics will be available in November 2009 for first teaching in 2010.
A new linked pair of Mathematics GCSEs will be piloted from 2010 The new GCSEs will deliver functionality; there will be no requirement to take a separate assessment.
Coursework has been replaced by Controlled Assessment
GCSE 2009: Controlled assessment
• • The GCSE qualification criteria state that the assessment arrangements :
ensure that, where controlled assessment is required, specifications make clear how reliability and fairness are to be secured, by setting out requirements that ensure the robustness of each stage of the internal assessment, i.e.
setting of tasks extent of supervision in carrying out of tasks conditions under which assessment takes place marking of the assessment and internal standardising procedures any moderation process
Proportion of external assessment set in subject criteria at either 100%, 75% or 40% per subject
.
GCSE 2009: Controlled assessment
Subjects with 100% external assessment
Classical Greek Economics Latin Law Religious studies Sociology Psychology
Subjects with 75% external assessment
Business studies Classical civilisation Geography History Humanities Statistics
Subjects with 40% external assessment
Applied business H&C Art and design L&T Citizenship Manufacturing Construction Media studies Dance MFL D&T Music Drama PE Engineering Expressive arts Health and SC Home economics
Review of GCE AS/A Levels • • • • • Changes introduced September 2008.
Stretch and Challenge
Assess quality of written communication through extended writing More challenging questions in all A2 assessments Introduction of A* grades for all A levels (not AS) - Summer 2010 Also reduction of the number of units from 6 to 4 in most subjects (except for music and the sciences) No structural changes made to the applied A levels – only incorporation of stretch and challenge at A2 and A* Mathematics qualifications to be revised for first teaching 2011/2012- but include A* from Summer 2010
The Diploma – where are we now?
• • • • • Phase one Diplomas are being taught in schools and colleges for the first time and have received an enthusiastic response from teachers and learners.
Specifications for phase two Lines of Learning are now in centres – alongside Diploma curriculum guidance.
Line of Learning criteria have been accredited for phase three Diplomas and curriculum guidance is also under development.
Diploma Development Partnerships have developed phase four Lines of Learning.
The development of extended Diplomas has begun.
Benefits for learners
Diploma learning allows learners to experience: rich and varied learning environments different ways of learning including the use of new technologies and collaborative, problem-based approaches playing a central role in planning and reviewing their own learning interactions with a variety of others, particularly those with experience of working in relevant sectors of contexts.
The Diploma and its pedagogy (QCA – Oct 08)
The Diploma
“ Students has some difficult decisions to make sure about whether to stick with traditional qualifications or try something new, and it has been good to see some of our more able students see the value of an
academic and vocational mix
in their portfolio.”
Headteacher of a school in a Diploma consortium “
The Diploma is fabulous learning for the students, is an advocate for learning, and students are able to see the advantages to undertaking a Diploma. There is genuine passion amongst the heads, and undertaking a Diploma encourages independence, and gets the student “thinking”. Students can also see their future in terms of educational learning”
Phase 4 Development timeline
•
Criteria
complete in summer 2009
•
Awarding bodies
develop
specifications
•
QCA
curriculum guidance
available March 2010
•
Ofqual
accredits
principal learning qualifications in summer 2010
•
Specifications
2010 available in centres in autumn
•
(Add one year to timescales for Advanced Diploma in science)
38
Establish structures for developing Line of Learning Develop Line of Learning statement Develop Line of Learning criteria Develop and accredit new quals Prepare to teach Teach and learn Assess learning Award Diploma and constituent quals Phase 4 Phase 3 Phase 2
line of learning statements complete criteria for all five lines of learning published on Ofqual website line of learning criteria development underway
Gateway: winter 2009 First teaching: 2011 (2012 for Advanced science)
principal learning qualifications accreditation expected in early summer 2009
Gateway: complete First teaching: 2010
principal learning and project qualifications accredited across five Lines of Learning curriculum support materials available
Gateway: complete First teaching: 2009 Phase 1
teaching has begun curriculum support materials available evaluation underway
Gateway: complete First teaching: 2008 39
Project
• • • Range of outcomes e.g. report of an investigation, dissertation, artefact, performance All include written component that outlining research, justifying decisions and evaluating outcomes Students produce presentation of findings • • • Extended Project is a qualification that is equivalent in size to about half an A level will provide a ‘tool kit’ of skills that better prepare students for higher education and employment Carries UCAS points, i.e. A* 70 points, A 60 points, B 50 points etc
Teachers’ involvement in the delivery of projects
• • • • • Teachers' involvement is: to deliver the taught element, including the teaching of research skills, critical thinking skills, ethical issues, etc, and advising on project management to support students in scoping the project to ensure that they will meet the criteria to monitor student progress to ensure that they remain on target to complete the project by the due date to mark the project (externally moderated by awarding body) to authenticate the work as that of the student
Examples of projects
• • • • • • • • • • A cultural comparison of Japanese Manga and American superhero comics Are ASBOs an effective method of solving antisocial behaviour?
Can science explain the nature of happiness?
How important is body image in society today?
Is digital switch over akin to decimalisation?
Is graffiti art or vandalism? Is surgery the answer to cosmetic defects?
Origins of animal life - God or Science?
Performing - Elton John
(The student planned and put on a performance of Elton John's work, writing his own arrangements for performance by various ensembles)
What is the self-perception by Asians post 9/11?
Guidance on the extended project
QCA has commissioned the production of guidance on the introduction of the extended project • • Guidance for managers: –
Guidance on Preparing for the Delivery of Level 1 and Level 2 Projects and Level 3 Extended Projects
Guidance for practitioners –
an Introduction to Level 3 Extended Projects
– –
an Introduction to the Level 2 Project an Introduction to the Level 1 Project
Guidance at: www.qca.org.uk/qca_18461.aspx
Information leaflet at: www.qca.org.uk/qca_19044.aspx
David Harrison Curriculum Adviser [email protected]
Tel: 07872 676744