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Curriculum and General Qualifications reform… so far

Council for Subject Associations

17 April 2012

Jacquie Spatcher

Head of National Curriculum Review Division

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 recommendationsAims, 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

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

Subject KS1 KS2 KS3 KS4

English ● ● ● ●

Maths ● ● ● ●

Science ● ● ● ●

PE ● ● ● ●

Art ● ● ●

Citizenship ● ●

D&T ● ● ●

Geography ● ● ●

History ● ● ●

ICT ● ● ● ●

MFL ●

Music ● ● ●

Subject KS1

KS2a KS2b KS3 KS4

English ● ● ● ● ●

Maths ● ● ● ● ●

Science ● ● ● ● ●

Current NC

Subject KS1 KS2a KS2b KS3 KS4

Art ● ● ● ●

Geography

● ● ● ● ●

History ● ● ● ● ●

MFL ? ● ● ●

Music ● ● ● ●

PE ● ● ● ● ●

Subject KS1 KS2a KS2b KS3 KS4

Citizenship ● ●

ICT ● ● ● ● ●

D&T ● ● ● ● ●

The Arts ●

Core

Foundation

Basic

Proposed NC

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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

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

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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

The case for change: A level reformTwo 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)

Content of A levels does not always meet requirements of HE Students lack essential academic skills including researching, essay-

writing, 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 (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

30 March 2012: Secretary of State wrote to Ofqual setting out his proposals for A level reform:

DfE should step back from A level development

AOs/universities to work together on content and assessment Ofqual to convene annual post-examination review to inform future qualification development

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?