1. Curriculum and Qualification Issues Alastair Walker 13 August 2003.

2. 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.

3. 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.

4. 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.

5. 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

6. 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

7. 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.

8. 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.

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

10. 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

11. Flexibility - Science Currently – Double or Single award Now also DA (Applied) aimed at aspiring technicians Also “hybrid GCSE” being piloted Potential for other variations.

12. 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.

13. 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.

14. 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

15. 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”

16. 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

17. 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

18. 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

19. 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.