Transcript Key Stage 4 Curriculum Proposal 2012-14

Key Stage 4 Curriculum 2012-14
Tony Smith
January 2012
Why Change the current model?
• The education landscape is changing
- Education Act 2011
- Ofsted framework
- Wolf Report
• To meet our vision
• To ensure students receive the best possible
opportunities
• Care and wellbeing
Driver One: Priory Vision
Priory School is an 11-16 mixed comprehensive school situated in the County Town of
Lewes. The school aims to reflect the uniqueness of Lewes, historically and socially. Given
our strong association with the author of natural justice, Tom Paine, it is our vision to build
upon the concepts of freedom, democracy and justice.
Priory School vision is of a happy, caring and stimulating environment where all will
recognise and achieve their fullest potential, so that they can make their best contribution
to society.
Priory School is a place where:
• learning is at the heart of all we do
• everyone (staff, students and parents/carers) has high aspirations
• everyone learns that with rights come significant responsibilities
• challenge is welcomed and helps us to appreciate difference and diversity
• we contribute positively to our various communities, developing a sense of
togetherness
Priory School sets high standards of learning and teaching, celebrating the achievements of
every member of our community. If our vision of Priory School is fulfilled, everyone
associated with the school will be proud to be part of it.
Driver Two: Good to Outstanding
Good to Outstanding
An outstanding school shows a consistently high quality
of teaching and learning in the great majority of its
classrooms. In outstanding lessons, all the students make
progress.
These lessons are carefully planned and work is pitched
appropriately for all ability levels. Communication of
successful practice between colleagues is normal.
Students are involved in the assessment of their own
and other students’ work, and approaches to assessment
are consistent across the school.
CfBT To the next level: good schools becoming outstanding
Highly Academic Schools
• The majority of students achieve between 10 and 12 GCSE
subjects with a small number achieving 13. (Chatham
Grammar School)
• Boys usually take ten subjects for GCSE, English (Language
and Literature), Mathematics, a foreign language, all 3
separate Sciences, supplemented by three other subjects
from those listed above. (Judd Grammar School)
• 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. (Harrow School)
Driver Three: Responding to the
Education Act 2011
Revised Ofsted Framework:
• The school's curriculum provides highly
positive, memorable experiences and rich
opportunities for high quality learning
• Teaching promotes students’ high levels of
resilience, confidence and independence
when they tackle challenging activities
Driver Four: Care and Wellbeing
25%
Subjects with 25% controlled assessment include:
• business studies, classical civilisation, English literature, additional
science*, science*, biology*, chemistry*, physics*, science single
award**, science double award**, geography, history, humanities,
statistics, Welsh literature and Welsh second language.
60%
Subjects with 60% controlled assessment include:
• applied business, art and design, citizenship studies, construction
and the built environment, additional applied science*, dance,
design and technology, drama, engineering, English, English
Language, Gaeilge, expressive arts, health and social care, home
economics, modern languages, music, physical education, Welsh
and Welsh second language (applied).
Controlled Assessment
You can allocate as much time as you wish to
planning, but we advise that you allocate
teaching time in proportion to the percentage of
marks (weighting) allocated to a particular unit.
For example, if the Controlled Assessment is
worth 10% of the overall mark you are advised
to spend 10% of the total teaching time
available when teaching that unit.
(AQA Guidance)
“If you do what you’ve always done,
you’ll get what you always got.”
Mark Twain
Not true today…others will surpass
you!
Sigmoid curve
Quality
Time
Developing a curriculum which will
support delivery of the vision
• Broad and balanced – KS3 retains a wide range of
subjects
• Key Stage 4 still offers over 40 courses for options
• Needing to balance the timetabled curriculum with
wider curriculum activities
• Ensuring staff are able to deliver quality
• Developing a robust curriculum (better resistance to
change)
• Meeting the needs of all students
• Retaining flexibility within the options (e.g. double
language)
Key Stage 4 Curriculum
Two routes:
• Route 1 – based full-time in school
• Route
2 –1 including
the
study
ofPera vocational
course
GCSE
Equiv.
Hours
ROUTE
ROUTE
2
GCSE Equiv.
Number
Hours Per
Week
Number
Week
English
1/2*
4
English
1
4
Mathematics
1/2*
3
Mathematics
1
3
Science
2
5
Science
1
3
ICT
1
1
ICT
1
1
Ethics, Philosophy & Religion
0.5
1
Ethics, Philosophy & Religion
0.5
1
PE
N/A
1
PE
N/A
1
Life Skills
N/A
1
Life Skills
N/A
1
Option A
1/2*
3
Vocational Qualification
2
5
Option B
1
3
Option A
1/2*
3
Option C
1
3
Option B
1
3
8.5/9.5*
25
Total (*approx.) 8.5/11.5*
25
Total (*approx.)