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Why develop Vocational Programmes? Good KS2- 4CVA. HPSS. GCSE Above National/LA Av]

The KS4 Curriculum Aldercar Community Language College within the Ripley, Heanor & Aldercar Learning Community. Why develop Vocational Programmes? Good KS2- 4CVA. HPSS. GCSE Above National/LA Av]. * Progression for students with different aspirations and

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Why develop Vocational Programmes? Good KS2- 4CVA. HPSS. GCSE Above National/LA Av]

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  1. The KS4 Curriculum Aldercar CommunityLanguage Collegewithin the Ripley, Heanor & AldercarLearning Community

  2. Why develop Vocational Programmes? Good KS2- 4CVA. HPSS. GCSE Above National/LA Av] *Progression for students with different aspirations and to address Sector Skills Gaps * Full-Time Education figures. *NEET figures [LSC StAR] * Total in Learning figures * Adults in H.E [%]

  3. Post-16 Destinations [Source: Connexions] Adults in HE 2001 Census Category 2003 2004 DLA ACLC DLA ACLC Full Time Ed 67.5% 49.5% 69% 54.6% NEET 9.1% 9.3% 7.3% 8.7% Total in 87% 84.1% 87.5% 78.3% Learning 6.7% Below 50% of the National Picture Total in Learning is: Full Time Ed, Employment with Training, Training without Employment

  4. KS4Curriculum 2001

  5. KS4 Curriculum 2006

  6. Courses and Levels Health & Social Care.Lvl 2BTEC First Certificate/Diploma Travel & Tourism.Lvl 2OCR National Certificate Engineering. Lvl1&2 EAL Certificate in Engineering Construction Lvl 1 C&G-CITB Building Craft Occ’s Performing Arts Lvl 1&2 BTEC Intro/First Cert/Diploma Electrical Engineering Lvl 2 EAL Cert Engineering Electrical Pipe-work [plumbing] Lvl 2 EAL Cert Engineering Pipe-work Painting & Decorating Lvl 1 C&G Intro Cert Basic Cons Skills Art & Design Lvl 1&2 BTEC Intro/First Cert/Diploma ICT Lvl 2 Edexcel DIDA or OCR Nat’ Cert Key Skills [F.Sks]Lvl 1&2 City & Guilds

  7. KS4 Timetable 2006/07 Periods1 2 3 4 5 67 8 Thurs Y10* RE PE ICT EXT Voc Progs Twilights to Y11*Voc Programmes Core/Opts make up for release [Not Frid Y10*Voc Programmes Core/Opts Thurs/Frid] Y11* RE PE ICT EXT Voc Progs * Day release for Y10/11 on YAP: March Y10 to April Y11

  8. Questions and Issues Staffing:How do you find appropriate staff to deliver the courses? How do you adapt the existing workforce? How do you appoint joint staff? Finance:Howdo you finance the institution and the partnership arrangements? What are the sources of finance? How much do you jointly contribute and individually draw out of the pot? Students:How do you assess demand for new courses? How do you get the right students on the right courses? How do you allocate places to each school? What has been the impact on other courses? How do students feel about moving to another school to work? How do you support students in other institutions? How do you arrange reporting, attendance monitoring, disciplinary issues etc? What collaborative arrangements are made with Special Schools? Timetabling: How does the delivery model work? Are there common days? What is the impact on the rest of the timetable? Transport:How does it operate? How is it financed? Does it work and who is responsible? Accountability:How do you hold all the partners to account? Do you ensure the arrangements are legally binding? What about a reluctant or less committed partner? Is it all worthwhile?What have been the benefits?

  9. Staffing • Audit: Quality staff with ‘other’ experiences • Match: Experiences to vocational programmes • Relate: Specialisms to similar voc programmes • Collaborate: Use partners expertise/exchange expertise • Recruit: Tutors with voc competence and develop clear internal/external Q.A. systems • Training: In-house, awarding bodies, Derby University.

  10. Finance • LSC • College Budget • Vocational Specialist status • IFP • Employers • Proportion of AWPU • Contribution to the LC pot

  11. Students Area Prospectus VocationalWeek Options • Tasters I A G • Screening • Aptitude testing • Interviews • Induction

  12. How worthwhile is it? • Students on vocational programmes • Student vocational examination results • Whole college GCSEs • Whole college GCSEs including English and Maths • Post-16 destinations • Higher performing schools

  13. RHALC: Student Vocational Numbers % of Cohorts 11% • 2003/4:4 Programmes Y10&11 168 students • 2004/5:8 programmes Y10 4 programmes Y11 • 2005/6:9 programmes Y10 8 programmes Y11 • 2006/7:12 programmes Y10 9 programmes Y11 • 2007/8:14 programmes Y10 12 programmes Y11 } 270 students 17% } 377students 24% } 602 students 39% } Total students for Y10 and Y11 cohorts combined: 1552

  14. Students and theircourses Construction 2004-2006 [ L1 –100% -15 students] Current Y11 15 students at 96%

  15. Engineering L2: Y11 2006 - 83% 27 students Current Y11 L2: at 91% 20 students

  16. Electrical [Current Y11 L2- on 100% - 14 students] Current Y10-15 students at 100%

  17. Health & Social Care L2: Y11 2006 100% DMP – 35 students. Current Y11. L2: 100% - 36 student [Includes 16 on YAP] Y10 L2: 100% - 40 students [ Includes 19 on YAP C3] [Average since 2003 is 96% DMP]

  18. ACLC: GCSE HIGHER GRADE RESULTS 1988 TO 2006 Includes 3 Students below ‘P’ Levels Not disapplied SIX YEAR AVERAGE 1988 - 1993 SIX YEAR AVERAGE 1994 - 1999 SEVEN YEAR AVERAGE 2000 - 2006 70 60 50 40 30 20 10 0 21.55% 35.05% 59.46% 60% National & LA 46%[1998] to 57/8% [2006] % A*- C 29% 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 YEAR

  19. GCSE Statistics:5+ A*-C Including English and Maths [Source: DfES Secondary School Achievement and Attainment Tables 2006] 50 40 30 20 10 0 England [+3percentage points] Derby’s LA[+3 percentage points] ACLC[+14 percentage points] 45% 42% 24% 38% All KS4 Students [apart from 3 who work at or below ‘P’ levels] take a language [ ‘a hard GCSE’?] In 2006 61.5% achieved A*-C in a GCSE Language at ACLC. National average was 45% for all schools and 55% for Language Specialist Schools. 2003 2004 2005 2006

  20. Post-16 Student Destinations 2 [Source: Connexions] 2003-06 Category YEAR 2003 2004 2005 2006 Change % DLA ACLC DLA ACLC DLA ACLC DLA ACLC D A Full Time Ed 67.5% 49.5% 69% 54.6% 73% 67% 74% 68% +6.5 +18.5 NEET 9.1% 9.3% 7.3% 8.7% 4.2% 7.1% 4.8% 4.3% -4.3 -5.0 Total in 87% 84% 87.5% 78.3% 90.4% 82.4% 89% 86% +2 +2 Learning Total in Learning is: Full Time Ed, Employment with Training, Training without Employment

  21. Why re-model curriculum at Higher Performing Schools? [11-18 school] * Average of 232 students in each year cohort * Year on year 85 –90% @ 5+ A* - C GCSE * First in LA at KS3 entry, end of KS3 and KS4 * V good uptake in 6th Form, v good AS/A level results and high progression onto Higher Education

  22. BUT School has broadened KS4 curriculumReasoning: *10-15% of 232 is 23-35 students each year, higher ability to learning difficulties *Some of 5+ A*-C have different aspirations and change direction post 16 *More appropriate to offer different pathways from end of KS3 onwards than wait for post 16 opportunity *Sector Skills- ‘Skills Gaps’ –Construction, Engineering, Health and Care – opportunities for students Post-16: curriculum to cover more level 3 ‘vocational’ routes plus Specialised Diploma

  23. Thank you Aldercar Community Language College Tel 01773 712477 E mail principalaclc@yahoo.co.uk

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