Changes to KS4 Curriculum October 2005 Manchester and London

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Changes to KS4 CurriculumOctober
2005Manchester and London
Ian Richardson HMI Specialist Adviser for
Science
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Changes to KS4 Curriculum

• Implications for
• teaching, learning and planning

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Changes to KS4 Curriculum

• What problems were reported?
• Insufficient breadth
• Not addressing individual needs
• Insufficient stretch
• Lack of relevant science
• Lack of scientific enquiry

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Changes to KS4 Curriculum

• What constraints were cited by teachers?
• Too much content to get through in the time
  allowed
• Overlap with Key Stage 3, and the need to repeat
  work
• Assessment dominates too much and GCSE coursework
  lacks variety

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Revised PoS suitable for all (no
disapplication)Brief, broad and balanced and
provide progressionBased on how science works
relevant and motivatingCriteria for wider
range of GCSEsMajority will still study 2 GCSEs
re-emphasised in White Paper (entitlement)Entry
levels are being revised too
KS4 Science Changes for 2006
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Changes to KS4 Curriculum

• AN OPPORTUNITY
• NOT
• A THREAT!

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The preparation for choice

• THE STORY OF ONE SCHOOL
• Bigger than others secondary schools (1415)
• Below average for Free School Meals
• Percentage with statements of special educational
  needs, broadly in line with national average

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The preparation for choice

• ATTAINMENT KS3 (PANDA SUMMARY)

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The preparation for choice

• ATTAINMENT KS4 (PANDA SUMMARY)

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The preparation for choice

• AIMS OF ONE SCHOOL
• To introduce a range of different courses
  including different coursework elements to match
  needs of pupils to allow them to reach their
  potential.
• Choices made will enable students of differing
  abilities in science to follow a course that best
  suits their level of ability to enable them to
  achieve the highest grade they are capable of and
  to enjoy their Key Stage 4 science course.

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The preparation for choice

• We will not be bound by the courses we currently
  offer nor by the examination boards we currently
  use, other than in the analysis of what in the
  current model is working successfully.
• We will not be limited by choosing one
  examination board or only one mode of coursework
  assessment.
• Both board and coursework assessment will be
  matched to the needs of individual groups of
  students.

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The preparation for choice

• CHALLENGES
• The speed at which a final choice will have to be
  arrived at (December 2005)
• The massive differences in specification content
  between boards due to the new National Curriculum
  KS4 Programme of Study. A consideration of
  content will be critical in making the right
  decision

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Making the choice

• STEP BY STEP
• HoD and 2nd in science to consider with the
  department the courses they currently offer and
  the benefits to pupils (Summer 2005)
• HoD and 2nd in science to attend all launch
  meetings for all awarding bodies (Summer 2005) to
  get an initial overview

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Making the choice

• HoD and 2nd in science to analyse all possible
  choices and permutations of specification,
  coursework, awarding body and how these might fit
  the schools curriculum model (Summer 2005)
• HoD and 2nd in science to list similarities and
  differences in specification content following
  QCA approval of specifications (Autumn 2005)

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Making the choice

• Final decision to be made by HoD and 2nd in
  science by December 2005

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Making the choice

• The rest of the science department will not be
  consulted in making the choice. It is felt that
  after early consultation, the enormity of the
  choice available, and the alarming speed at which
  a final choice has to be made, that in such a
  large department, the whole department cannot be
  involved in decision making and instead, the HoD
  and 2nd in science will present the choices made
  after the decision has been taken.

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Making the choice

• Compare the core for each specification
• Compare the content of additional and separate
  sciences
• Compare the different coursework elements
• Consider curriculum organisation, deployment of
  resources including teachers.
• Above all
• Choose with the needs of each set/group in mind

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Who knows how good you are?

• You do!
• Teachers are best placed to evaluate achievement,
  standards, provision, teaching, curriculum,
  leadership and management.
• Teachers have the data, the detail and the
  overview.
• Starting point for any inspection is your
  self-evaluation.

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Achievement and standards

• Outcomes are likely to compare well with those
  from similar schools. Learners meet challenging
  targets and, in relation to their capability and
  starting points, they achieve high standards.
  Most groups of learners, including those with
  learning difficulties and disabilities, make at
  least good progress and some may make very good
  progress, as reflected in contextual value added
  measures.

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Teaching

• Based upon thorough and accurate assessment that
  informs learners how to improve, work is closely
  tailored to the full range of learners needs, so
  that all can succeed. Learners are guided to
  assess their work themselves.

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Good curriculum

• The curriculum provides opportunities for all
  learners, including those with learning
  difficulties and disabilities, to progress and
  develop well. Progression routes are clear and
  well established. Learners are well prepared for
  their future. Opportunities for enrichment, which
  are varied, have a high take up and are much
  enjoyed.

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Leadership and management

• The leadership of the subject is successfully
  focused on raising standards and promoting the
  personal development and well-being of learners.
  It has created a common sense of purpose among
  staff. The inclusion of all learners is central
  to its vision and it is effective in pursuing
  this and dismantling barriers to engagement.

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Leadership and management

• The subject is well organised on a day-to-day
  basis. Resources are well used, The impact is
  seen in the good progress made by most learners
  in most areas, in their sense of security and
  well-being. The leadership and management provide
  the subject with a good capacity to improve.

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Good curriculum

• The great majority of learners are well served by
  the subject curriculum and no group is
  ill-matched to what is provided. Statutory
  requirements are met and the curriculum is
  responsive to local needs. There is good
  provision for literacy, numeracy and ICT. As
  appropriate learners have many opportunities to
  contribute to and take on responsibilities in the
  community.