How to Maximise Learning Opportunities & Raise Achievement by Broadening the Curriculum By Mark Attenburrow

New 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

Understanding the new 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?

Understanding the new 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

Understanding the new 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 21 st Century

Understanding the new 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”

Understanding the new agenda for schools Disaffection & poor performance is often linked to: 1.Inability to access the curriculum 2.Low motivation to learn 3.Lack of perceived relevance of subject matter 4.Pressure from ‘one speed’ result driven common curriculum

Understanding the new agenda for schools White Paper More opportunities & incentives for 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.

Understanding the new 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: Gateway Education & Skills White paper)

Building Opportunity Curriculum Map based on Audit of Opportunity

Progression - Level 4 qualifications/Employment NCF Level 3 A Levels (academic & vocational) AS levels (academic & vocational) OCR National BTEC National Apprenticeships NVQ level 3 NCF Level 2 GCSEs grades A*- C (academic & vocational) OCR L2 Nationals BTEC First Diplomas City & Guilds Craft Cert. Young Apprenticeship AQA Preparing for working life OCR – Work Related See 96 List Eg. Vocational / Work related NVQ level 2 NCF Level 1 GCSEs grades D-G BTEC Introductory Cert. / Dip OCR L1 Nationals Eg. AQA Preparing for working life OCR Cert – Work Related See 96 List Eg. ABC Board Hosp. & Catering / Motor Mechanic – ETC NVQ level 1 NCF – Entry Level Entry qualifications including: BTEC Skills for Working Life and Life Skills / OCR Entry Certificates Curriculum Audit – breadth of opportunity

Progression - Level 4 qualifications/Employment NCF Level 3 A Levels (academic & vocational) AS levels (academic & vocational) NCF Level 2 GCSEs grades A*- C (academic & vocational) NCF Level 1 GCSEs grades D-G NCF – Entry Level Entry qualifications Curriculum Audit – Where are you now

Progression - Level 4 qualifications/Employment NCF Level 3 A Levels (academic & vocational) AS levels (academic & vocational) NCF Level 2 GCSEs grades A*- C (academic & vocational) NCF Level 1 GCSEs grades D-G NCF – Entry Level Entry qualifications Curriculum Audit – Where do you want to get to by ______

BUNGAY HIGH SCHOOL

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

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

Bungay High School Example Profile: Rural school with approx. 50% bussed (middle school feed) 10 form entry 5 or more A-C grades % Bungay works with 6 external partner groups: Gt. Yarmouth College; Otley College; CTS (training provider), Broads Authority; Employers; Cluster School 12% on SEN register

Building capacity through partnership Cluster of schools Full Teaching Load Teaching Load Free Waisted Resource

Opportunities Business – Creative use of option blocks MonTueWedThuFri Opt Bl 1 Yr 10 Link / WRL Opt Bl 1 Yr 11 Link / WRL Opt Bl 1 Yr 10 Link / WRL Opt Bl 1 Yr 11 Link / WRL Opt Bl 2 Yr 10 Link / WRL Opt Bl 2 Yr 11 Link / WRL Opt Bl 2 Yr 10 Link / WRL Opt Bl 2 Yr 11 Link / WRL WRL ?

Building capacity through partnership Cluster of schools 14 Student – Course Ideal Model Course A Course B Course C Spare Spare Capacity Wasted Resource

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

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

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

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

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

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

VocationalProgramme Costs ProgrammeYear 10Year 11Hours Cost / hrTotal Add. Transport Cost of programme weeks per week Year 10 Year 11 Hospitality £55 £9,763 Hair & Beauty £55 £9,763 Construction £50 £8,875 Construction B 332.5£50 £4,125 Transport Yr 10 Gt.Y4180 £4,180 Transport Yr 11 Gt.Y 3630 £3,630 Transport Yr 11 Low 2640 £2,640 Countryside studies 1000£1,000 Capitation £ Total

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