Curriculum and Qualification Issues

Alastair Walker

13 August 2003.

Outline

Flexibility and the statutory curriculum What is a “statutory curriculum”? Flexibility and the current curriculum Where the review is taking us What that might mean for schools

The National Qualifications Framework

Credit, Accumulation and Transfer.

Taking account of:

The NI Cohort Study Current developments in vocational qualifications Current developments at Key Stage 4 in England

and Wales The initial findings of the Post-14 Mathematics

Inquiry The progress report by the Tomlinson Committee

on longer-term changes 14-19.

Flexibility – What is a statutory curriculum? Different interpretation in almost every

country In theory (1988) “a framework and not a

straight jacket” In practice highly detailed and prescriptive

programmes of study despite 1996 revisions Based on assumption that “one approach

fits all” up to 16.

Flexibility – Evidence at present More than expected evidence from the NI Cohort

Study of differences among schools; Differences appear to be systematically related to

the type/denomination of school; How clear are the differences to parents making

choices? How much flexibility is available to individuals

within schools? Not much evidence about flexibility in the pace of

learning

Flexibility and the review

Moving from programmes of study to statements of minimum entitlement

Greater emphasis on skills and competences Focus on “learning for life and work” Statutory requirements for the curricula offered by

schools rather than a statutory curriculum Similar to the accreditation criteria for

qualifications

Flexibility – What it might mean for schools For some schools it could mean little change For others it will provide opportunities to explore

new approaches in both curriculum and teaching/learning methods

Changes could include: courses in areas not currently taught – and hence a wider range of

options for pupils new approaches to teaching and learning in existing curricular areas –

again opening up new options. enabling different groups of pupils to move at different speeds.

Flexibility – new courses

Learning for Life and Work Occupational Studies Applied GCSE’s e.g. Journalism, Financial

Services AVCE’s (soon to be Applied GCE’s) Accredited courses in other vocational areas Action learning through community or

work-related projects.

Flexibility – new approaches to existing areas Maths Science Languages Environment and Society

Flexibility - Maths

Work of the Post-14 Maths Inquiry Recognition that “one type fits all” is not working Identifies a series of distinctive post-16 pathways Vocational – requiring more than one approach Specialist – those going on to maths, science or

engineering courses Social Science– those going on to social science

courses Humanities – focused on

historical/biographical/philosphical aspects

Flexibility - Science

Currently – Double or Single award Now also DA (Applied) aimed at aspiring

technicians Also “hybrid GCSE” being piloted Potential for other variations.

Flexibility - Languages

General lack of satisfaction with the current position Focus on primary languages in the long term New approaches being explored to language learning

in post-primary GNVQ Language Units not attracting candidates GOML is succeeding As is Welcome Europe Again – potential for different approaches to

language learning for different groups of students.

Flexibility – Environment and Society New “hybrid GCSE” being produced In History focus may be on the “heritage” industry

in the broadest sense In Geography there will be a range of vocational

options (including e.g. planning, geographical information systems etc)

Objective is to increase perceptions of relevance and to be innovative and stimulating

Intention to adopt innovative approaches to assessment as well as to content.

New Approaches to teaching and Learning Modular timetabling rather than linear Combining related subjects (area approach) Thematic integration of different curricular

areas through collaborative teaching Impact of technology and the changing role

of the teacher

Tomlinson Working Group

England only remit Identification of different types of learning

– general, specialist, supplementary Framework of diplomas replacing single

qualifications Assessment “fit for purpose”

Credit

Likely to be most relevant to older age group Requires courses to be unitised Units need to be given a “credit value” –

combination of size and level Require rules to ensure coherence – avoiding

“pick-and-mix” Could come to have relevance to the GCE/AVCE

system or the Tomlinson diploma framework Requires close inter-country collaboration

National Qualifications framework Leaflet sets out existing framework Review process now complete – advice is to

simplify by removing categories Categories may perpetuate hierarchy of esteem Correspondence expected with credit levels Link with HE to produce a single framework Improve clarity through level descriptions

Vision 11-14

Breadth in curricular areas still a statutory requirement

Minimum entitlement basis for legal provisions New requirements on “Learning for Life and Work” Assessment for learning On that foundation schools will be free to devise

curricula appropriate to their pupils Wider choice of options for pupils as they get older,

but within a coherent framework

Vision 14-19

Curricular requirements for 14-16 based on Life and Work

Accreditation to NQF provides QA for courses Diploma framework may provide assurance of

breadth and balance Credit system may provide controlled flexibility in

progressing through the framework Greater diversity of courses available – general,

specialist, (and hybrids), supplementary Assessment fit for purpose.