HERTFORDSHIRE LEA

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HERTFORDSHIRE LEA

• FLEXIBILITY AT KEY STAGE 4

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CURRICULUM 2000

• NATIONAL CURRICULUM
• KEY STAGE 4

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NC REQUIREMENTS
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NC REQUIREMENTS
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NC REQUIREMENTS
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OPTIONS FOR THE REMAINING CURRICULUM TIME
INCLUDE

• Further GCSEs In National Curriculum subjects
  e.g. history, geography, art, music and in
  non-National Curriculum subjects e.g. Business
• Full,10, short 5 GCSES
• GCSE Short Course
• 10 of Y10 or Y11(short,fat) or 5 of Y10 and
  Y11(long, thin)
• Available in
• Design and Technology
• Information Technology
• Modern Foreign Languge
• RE
• Art
• Music
• PE
• History
• Geography

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OPTIONS FOR THE REMAINING CURRICULUM TIME INCLUDE

• GNVQ Units
• A full GNVQ at Foundation or Intermediate level
• NVQs and NVQ Units
• Part One GNVQ (about 20 of curriculum time at
  KS4) are available in 7 vocational areas ( art
  and design, business, engineering, health and
  social care, information technology, leisure and
  tourism, manufacturing) and at two levels
  (Foundation two 2 GCSEs at grades D to G and
  Intermediate 2 GCSEs at grades A to C)
  -Vocational GCSEs from September 2002 ( including
  Science)
• For pupils unable to achieve at least a grade G
  at GCSE, or its vocational equivalent, a new
  qualification, the Certificate of Achievement has
  been developed, which accredits levels 1,2 and 3
  of the NC.

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FLEXIBILITY IN THE CURRICULUM

• DISAPPLICATION AT KEY STAGE 4

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CONTEXT FOR THE KS4 CURRICULUM

• Raising the achievements of all pupils
• Responding to diversity of individual pupils
  needs
• Building on pupils achievements in earlier key
  stages
• Securing the currency of pupils achievements
  through qualifications
• Enhancing pupils commitment to learning
• Preparing for demands of post-16

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KEY STAGE 4 ADDITIONAL FLEXIBILITY SECTION 363
REGULATIONS

• Disapplication for extended work-related learning
• Using regulations to disapply for two new
  purposes from September 2000
• to allow a pupil with individual strengths to
  emphasise a particular curriculum area
• to allow a pupil making significantly less
  progress than other pupils of his/her age to
  consolidate learning across the curriculum
• General disapplication

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DISAPPLICATION OF THE NATIONAL CURRICULUM AT
KEY STAGE 4

• Purposes
• To provide an extended programme of work related
  learning
• To emphasise a curriculum area
• To consolidate learning across the curriculum

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DISAPPLICATION OF THE NATIONAL CURRICULUM AT KEY
STAGE 4

• All pupils must continue to study National
  curriculum English, mathematics, ICT and PE, plus
  RE, sex education and careers education and
  guidance
• The DfEEs minimum teaching time at Key Stage 4
  is 25 hours per week and it is assumed that the
  minimum statutory requirement can be met in 60
  of the teaching time available.

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DISAPPLICATION AT KEY STAGE 4

• Work Related Learning - most used purpose
• Emphasis- used for most pupils
• Consolidation - smallest number and least
  misinterpreted
• 30 more boys than girls
• MFL for 67 and DT for 44
• mean number of pupils per school for those using
  regulations - 43

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FLEXIBILITY AT KS4

• Starting point for curriculum design at KS3 and
  KS4
• QCA Flexibility in the Secondary Curriculum
• Schools have opportunity to use wider range of
  specified qualifications at KS4 including
• New Entry Level Awards
• Vocational GCSEs
• NVQs
• New approved qualifications - work experience
• Key Skills Qualification
• Wider Key Skills
• 6-unit GNVQ/ACVE
• AS levels

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KEY STAGE 4 GENERAL FLEXIBILITY

• Web site URL - www.qca.org.uk/nq/framework/framewo
  rk_ks4.asp
• Flexibility on emphasis on each NC subject
• Organisation of learning within the curriculum
• Organisation of learning within key stage -
  sequencing
• Completing PoS earlier - introduce other subjects
• Determining teaching and learning approaches
• Matching learning to pupils needs
• Choice of qualifications
• Contexts for learning

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KEY STAGE 4 GENERAL FLEXIBILITY

• Emphasis on each NC subject - allocation of more
  time to some subjects than others
• Organisation of learning within the curriculum-
  developing integrated or modular courses
• Organisation of learning within key stage -
  teaching programme in shorter time or using
  concentrated blocks of time
• Completing programmes of study earlier - entering
  individuals or groups for GCSE during KS3 or Y10

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KEY STAGE 4 GENERAL FLEXIBILITY

• Determining teaching and learning approaches -
  using individualised learning packages varying
  time allocations to allow different learning
  styles for pupils of differing abilities
  vocational learning
• Matching learning to pupils needs - using
  inclusion statement using programmes of study
  from other key stages introducing aspects of
  GCSE or GNVQ learning at KS3
• Choice of qualifications - matching learners
  needs to the range of approved qualifications
• Contexts for learning - offering courses in NC
  subjects at FE colleges vocational link courses
  and work experience

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KEY STAGE 4 ADDITIONAL FLEXIBILITY FROM
SEPTEMBER 2000

• More vocational qualifications approved for
  pre-16 use
• NVQs ( 8 more) , Progression Awards
• Key skills units in Communication, AoN and Key
  Skills Qualification
• Entry level qualifications - vocational
• Part One GNVQ (Vocational GCSEs 2002)
• Qualifications specified to meet the statutory
  requirement for DT, MFL and Science - not
  meeting the full programme of study

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KEY STAGE 4 ADDITIONAL FLEXIBILITY FROM
SEPTEMBER 2000

• AS DT in product design, food technology and
  systems and control technology
• AS in modern foreign languages
• OCR Certificate in Business Language Competence
• GNVQ language unit in Oral Communication
  (foundation and intermediate)
• GNVQ Science (foundation and intermediate)

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KEY STAGE 4 DEVELOPMENTS

• Vocational GCSEs
• Flexibility in KS4
• Disapplication
• Qualifications at KS4 - Section 96 - (Learning
  and Skills Act 2000 - Qualifications approved by
  QCA for those under 19)
• Partnerships with FE and Training Providers at
  KS4
• WRL and Extended Work Experience
• NVQs at KS4
• Career Planning and Preparation for Work
• Key Skills

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WORK RELATED LEARNING

• QUALIFICATIONS WORK RELATED LEARNING

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RECENT DEVELOPMENTS IN KEY STAGE 4

• Context - raising standards for all
• Wider opportunities for work-related learning
• Contexts for learning
• Statutory Careers Education and Guidance
• Vocational GCSEs (currently Part One GNVQ)
• Emphasis on the preparation for adult life

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QUALIFICATIONS

• National Qualifications Framework
• Section 96 list
• GCSE - full award, short courses
• GNVQ - full award, Part One, units at 3 levels
• NVQ - units - level 1, level 2
• Entry Level/Certificate of Achievement
• AS Level

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WIDER OPPORTUNITIES FOR WORK RELATED LEARNING AT
KEY STAGE 4

• Accrediting Pupils Learning
• GNVQ units (business, engineering, construction
  and built environment, health and social care,
  hospitality and catering, leisure and tourism,
  manufacturing)
• NVQ units (administration, building craft, trowel
  and wood occupations, hairdressing, preparing and
  serving food)
• ASDAN Youth Award Scheme, AEB Life Skills Award
• Certificates in Basic Food Hygiene

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WIDER OPPORTUNITIES FOR WORK RELATED LEARNING AT
KEY STAGE 4

• Accrediting Pupils Learning
• Work related learning Entry Level awards and
  Certificates of Achievement (catering, childcare,
  land studies, media studies, motor vehicle and
  road user studies, retail)
• National Proficiency Test Council Awards
  (Vocational Foundation Certificate) in
  occupations such as agriculture, animal care,
  floristry, horticulture, vehicle maintenance
• Occupational Skill Awards from EMFEC, and other
  awarding bodies, in occupations such as motor
  vehicle maintenance, keyboarding, community and
  health care, and textiles

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ACCREDITATION OF QUALIFICATIONS FOR CAREERS
EDUCATION AND GUIDANCE and PREPARING FOR THE
WORLD OF WORK

• OCR Certificate in Employment Skills (Levels
  1,2,3)
• Certificate in Careers Education (Levels
  1,2,3)
• Certificate in WRL (Young Enterprise)
• NCFE Foundation Certificate in Employment Skills
  and Careers Education
• Employment Award (Level 2)
• ASDAN Certificate in Effective career Planning
  (Level 2)
• NOCN Award for Career Education and
  Preparation for Working Life (Levels 1 and 2)
• AQA World of Work - Best Test

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FLEXIBILITY AT KEY STAGE 4

• THE FUTURE FOR THE KEY STAGE 4 CURRICULUM

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QCA POSSIBLE MODEL FOR FUTURE STATUTORY
REQUIREMENTS IN 14-16 CURRICULUM

• Requirement for pupils curriculum to include
  coursers leading to attainment in literacy and
  numeracy at higher level than achieved at KS3
• Requirement for a pupils curriculum to include
  learning experiences in each of following areas
• general learning
• vocational learning
• learning for citizenship
• learning for independence

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QCA POSSIBLE MODEL FOR FUTURE STATUTORY
REQUIREMENTS IN 14-16 CURRICULUM (1)

• General Learning - opportunity to work with
  teachers and peers to develop knowledge,
  understanding and skills in a range of subjects
• Vocational Learning - opportunity to experience
  working practices and environments and to develop
  learning through applications and challenges of
  the world of work

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QCA POSSIBLE MODEL FOR FUTURE STATUTORY
REQUIREMENTS IN 14-16 CURRICULUM (2)

• Learning for Citizenship - opportunity to learn
  from local, national or world community and to
  work in contexts that require responsibility to
  wider society (building on citizenship education)
• Learning for Independence - opportunity to work
  in contexts that require individual decisions and
  judgements and to learn from others priorities
  for and approaches to adult life (building on
  current SMSC development and PHSE)

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QCA POSSIBLE MODEL FOR FUTURE STATUTORY
REQUIREMENTS IN 14-16 CURRICULUM (3)

• National quality standards for each area of
  learning experience
• Pupils to work towards a range of qualifications
• Pupils to achieve a package of qualifications
  agreed nationally before progression to next
  level
• Requirement for pupils to receive support, advice
  and guidance in accordance with national quality
  standard
• Requirement , common to all key stages, that the
  curriculum is broad and balanced and promotes
  pupils development and prepares them for adult
  life.