Policy

Reforming Key Stage 4 qualifications

With the recent controversy over GCSE grading and Government’s bold announcement of its intention to replace GCSEs in England, it would be easy to assume that the proposals are all wrapped up, when in fact, they still only at the consultation stage.

Through its proposals the Government plans to restore what is describes as, “rigour and confidence to our examination system”, with the introduction of English Baccalaureate Certificates in English, maths, sciences, history, geography and languages.  It’s seeking the views of schools, colleges, universities, employers, curriculum and assessment experts, and the general public on how qualifications can support all young people to have high aspirations, and the, “best possible opportunities” to progress to further and higher education and into employment. 

The proposals have provoked strong reactions on all sides, ranging from those who think the changes would take us back to a ‘bygone age’ and are driven solely by ideology, to those who think the changes do not go far enough.  Most recently, there has been criticism that non-EBacc subjects are being squeezed in the curriculum, and even more strongly worded opposition from the leader of one teaching union who has labelled the plans a “disaster”.

There are also those who have questioned the whole idea of an exam at age 16, believing a better balance of skills and knowledge is needed.  Among them the CBI, who has commented:

“Though an examination system should engage and stretch young people, there is a wider debate to be had, beyond the nature and function of exams at 16, focused on the outcomes society expects of our education system to deliver between the ages of 14 and 18.”

CBI will be publishing its own proposals later in the year.

Responses to the Government’s consultation can be made here.  The deadline is 10 December 2012.

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Tuesday, November 6th, 2012 News, Policy No Comments

EBacc squeezes subject choice

With EBacc subjects poised to become the critical core of a future National Curriculum for young people in England, the Government has published its latest research paper on the impact of the EBacc on schools and pupil choice.

Over 600 schools responded to the survey, carried out by IPSOS Mori on behalf of DfE. 

The researchers found that adoption of EBacc subjects seems to have reached “steady state”, with 46% of 2011 Year 9 pupils and 49% this year due to take the EBacc combination of GCSE subjects in the forthcoming summer exam series.  This contrasts with 22% in the 2010 summer exams.  Equally as dramatic, many schools (87% up from 48%) feel they’ve made most of the changes needed to accommodate EBacc subjects.

The report also shows that while the EBacc has inevitably had some impact on curriculum offers and pupil choice, the traditional virtues of choosing a subject you’re good at and which can help you along your preferred career path, remain strong:

“While most recognised that the EBacc subjects were in general the most useful subjects for some pupils, pupils and parents/carers firmly believed that choices had to be down to the individual’s preferences and abilities.”

Though there have been big surges in student numbers taking science, history and geography, it seems some subjects have faired less well, having to make way for EBacc subjects.  The dropping in some schools of creative, technical and vocational options continues to raise real concerns for many about the nature of the curriculum offer for some pupils.

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Tuesday, November 6th, 2012 News, Policy, Research No Comments

Government removes work-related learning

The Government has removed the statutory entitlement to work-related learning for students at Key Stage 4 in England.

The Government proceeded with the removal despite only 9% of contributors to its 2011 consultation supporting the proposal to end the entitlement.  The removal was necessary, according to the Department for Education (DfE) to:

“Cut down on bureaucracy and free up schools to deliver a broad and balanced curriculum, allowing them to be flexible in their provision for students who would genuinely benefit from work-related learning.”

A policy position seemingly at odds with the stance taken by a recent report by the Work & Pensions Committee which recommended that not only should work-related learning be incorporated into lessons at Key Stage 4, but also for younger students too.

However, new Ofsted requirements for schools to provide data on student destinations effective from September 2012 may place a greater focus on school’s wider approach to preparing their students for employment.  In addition to a range of measures through which DfE will scrutinise the destination of students post-Key Stage 4/5, the new Ofsted requirements state:

“When evaluating the achievement of pupils, inspectors consider how well… pupils are prepared for the next stage of their education, training and/or employment.”

And in future, for a school to be considered Outstanding, it will need to ensure:

“Pupils, and particular groups of pupils, have excellent educational experiences at school and these ensure that they are very well equipped for the next stage of their education, training or employment.”

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Tuesday, November 6th, 2012 News, Policy No Comments

Committee backs work-related learning

A report from a Parliamentary Committee has backed the need for work-related learning for all young people at Key Stage 4 in England.

The Work & Pensions Committee report was produced following its inquiry into the effectiveness of the Youth Contract measures, and whether they amounted to a “proportionate response to the youth unemployment problem”. 

The committee examined a number of policy areas, including the reform of vocational education, Government’s proposal to raise the participation age (RPA), and changes to the way work-related learning and careers information, advice and guidance (IAG) are provided to young people by schools and colleges in England.

They received 36 written submissions and held five oral evidence sessions with Ministers, civil servants, academics, employer organisations, business owners, Work Programme providers and young people.

Almost all were concerned about the Government’s removal of a statutory duty to provide work-related learning in schools in England at Key Stage 4.  In verbal evidence, the then Minister for Further Education, Skills and Learning felt these concerns were misplaced, claiming:

“When employers complain that 16 year-olds have not got employability skills, I do not quite know what they expect.  What they might reasonably anticipate is that people can read, write and count, have a reasonable degree of self-discipline and have a reasonable set of values, which have been imparted in part by their family and in part by their schooling.”

In supplementary written evidence, the Government clarified its rationale for removing the duty, telling the Committee it was to: give school leaders freedom to use their professional judgement to meet pupil’s needs; respond to Professor Alison Wolf’s concerns about the quality of pre-16 work-related learning and her recommendation that efforts should be focused on improving post-16 work experience; and, address the wider context that all young people in England will be required to be in education or training until the age of 18.

Though the Committee supported the need to give school leaders flexibility in how they provide work-related learning, it dismissed the practical delivery concerns highlighted in the Wolf Report and echoed by some inquiry witnesses, saying:

“It would be regrettable if schools chose not to provide work-related learning for younger age groups as a result of the recent removal of the statutory duty at Key Stage 4.  As well as arranging work experience placements where appropriate, we believe schools, in co-operation with local employers, should incorporate work-related learning into lessons at Key Stage 4 and for younger school students.

“We are concerned that the removal of a broadly defined statutory duty will send the message to schools that work-related learning is something they need not do. We request that, in response to this Report, the Government sets out how it envisages its new approach will enable schools to deliver effective work-related learning, including work experience where appropriate, for all school students.”

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Tuesday, November 6th, 2012 News, Policy No Comments

A-level shake up

The Government is set to shake up the A-level system as it moves to introduce the principles of the International Baccalaureate (IB) to schools in England.

Students will be expected to write dissertations and to show a breadth of knowledge.  Anyone studying arts subjects, such as English and history, would be expected to choose a “contrasting” subject in the sciences or maths. Those studying the sciences would be expected to take a “contrasting” arts subject.

The changes are designed to answer universities’ complaints that too many students have a narrow outlook and often lack basic literacy skills.  In these reforms Government hopes to drive up standards by developing an overall framework some are dubbing the ‘Abacc’. 

Students would still sit A-levels, but there would be major changes: modules would eventually be scrapped and students would be stretched by being asked to write dissertations of up to 5,000 words.  The learning mix may also involve voluntary work. 

The Department for Education has stressed that the plans are at an early stage.

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Tuesday, November 6th, 2012 News, Policy No Comments
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