How to Maximise Learning Opportunities & Raise

Achievement by Broadening the 14-19 Curriculum

ByMark Attenburrow

mark@attenburrow.ndo.co.uk

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)

Building Opportunity

Curriculum Map based on Audit of

Opportunity

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 ______

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 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

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