Transcript How to Maximise Learning Opportunities & Raise Achievement

How to Maximise Learning
Opportunities & Raise
Achievement by Broadening the
14-19 Curriculum
By
Mark Attenburrow
[email protected]
New 14-19 agenda for schools
New Thinking Required to Develop
A 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
incrementalism. Squeezing another penny out of costs, getting a product to
market a few weeks earlier, responding to customers’ enquiries a little bit
faster, ratcheting quality up one more notch, capturing another point of market
share – those are obsessions of managers today. But pursuing incremental
improvements, while rivals reinvent the industry, is like fiddling while Rome
burns.
Gary 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’ curriculum
To include: vocational work-related and
enterprise learning for all young people
Preparing 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
1.
2.
3.
4.
Disaffection & poor performance is
often linked to:
Inability to access the curriculum
Low motivation to learn
Lack of perceived relevance of
subject matter
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)
Building Opportunity
Curriculum Map based on Audit of
Opportunity
Curriculum Audit – breadth of
opportunity
Progression - Level 4 qualifications/Employment
NCF
Level 3
NCF
Level 2
A Levels
(academic
&
vocational)
GCSEs grades A*-C
(academic &
vocational)
AS levels
(academic &
vocational)
OCR L2
Nationals
OCR
National
BTEC
First
Diplomas
BTEC
National
Young
Apprenticeship
City &
Guilds
Craft Cert.
NCF
Level 1
GCSEs
grades
D-G
BTEC
Introductory
Cert. / Dip
OCR L1
Nationals
Apprenticeships
NVQ level 3
AQA Preparing
for working
life
OCR – Work
Related
Eg. AQA
Preparing for
working
life
OCR Cert –
Work
Related
See 96 List
Eg.
ABC Board
Hosp. &
Catering /
Motor
Mechanic –
ETC
NCF – Entry Level
Entry qualifications including: BTEC Skills for Working Life and
Life Skills / OCR Entry Certificates
See 96 List
Eg.
Vocational
/
Work
related
NVQ
level 1
NVQ
level 2
Curriculum Audit – Where are you now
Progression - Level 4 qualifications/Employment
NCF
Level 3
NCF
Level 2
A Levels
(academic
&
vocational)
AS levels
(academic &
vocational)
GCSEs grades A*-C
(academic &
vocational)
NCF
Level 1
GCSEs
grades
D-G
NCF – Entry Level
Entry qualifications
Curriculum Audit – Where do you want
to get to by ______
Progression - Level 4 qualifications/Employment
NCF
Level 3
NCF
Level 2
A Levels
(academic
&
vocational)
AS levels
(academic &
vocational)
GCSEs grades A*-C
(academic &
vocational)
NCF
Level 1
GCSEs
grades
D-G
NCF – Entry Level
Entry qualifications
BUNGAY HIGH SCHOOL
Developing the vocational curriculum in partnership
Who?
Where?
When?
What?
How?
Not……
Maybe
Building capacity through partnership
Driven by:
 Resource issues
 Curriculum entitlement (14 lines)
 By need for 100% of students to succeed
How:
 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
Waisted Resource
Free
Free
Free
Opportunities Business – Creative use of
option blocks
Mon
Tue
Wed
Thu
Opt 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 ?
Fri
Building capacity through partnership
Cluster of schools
14 Student – Course Ideal Model
Course A
Spare
Course B
Course C
Spare
Spare Capacity
Wasted Resource
Bungay High School Example
Building 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 Care
KS5
 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 Example
Building 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
Hours
weeks
weeks
per
week
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
33
2.5
£50
£4,125
Construction B
Transport Yr
10 Gt.Y
Cost /
hr
Total
Total
Year
10
Year
11
Add.
Transport
4180
Cost of
programme
£4,180
Transport Yr
11 Gt.Y
3630
£3,630
Transport Yr
11 Low
2640
£2,640
Countryside
studies
1000
Capitation
Total
4294
6402
10
210
£1,000
£800
800
1600
800
800
45575
Cost per head
Cost / Student £414 of which £119 is
transport
New Vision
Our aim is to develop a vocational centre
and share it across three or more schools