How to Maximise Learning Opportunities & Raise Achievement by Broadening the 14-19 Curriculum

1. How to Maximise Learning Opportunities & Raise Achievement by Broadening the 14-19 Curriculum By Mark Attenburrow mark@attenburrow.ndo.co.uk

2. 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

3. 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?

4. 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

5. 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

6. 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”

7. Understanding the new 14-19 agenda for schools 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

8. 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.

9. 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)

10. Building Opportunity Curriculum Map based on Audit of Opportunity

11. Curriculum Audit – breadth of opportunity

12. Curriculum Audit – Where are you now

13. Curriculum Audit – Where do you want to get to by ______

14. BUNGAY HIGH SCHOOL

15. Developing the vocational curriculum in partnership Who? Where? When? What? How? Not…… Maybe

16. 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

17. 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

18. Building capacity through partnership Cluster of schools

19. Opportunities Business – Creative use of option blocks

20. Building capacity through partnership Cluster of schools

21. 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

22. 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

23. 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

24. 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

25. Bungay High School Example Key considerations: • Transport • TA student support provided • Cultural differences • College staffing • Tracking progress and achieving certification

26. 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

28. 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