Planning a Collaborative Curriculum

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Planning a Collaborative Curriculum

• David Cooke

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A Collaborative Curriculum?

• To transform attainment, inclusion and skills
• The Specialised Diploma is only a part of the
  14-19 Reform Programme
• Just how will areas personalise and deliver
  entitlement?
• Access to appropriate learning for each
  individual is the critical issue

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Post-16 Collaborative Framework

• Schools working in Post 16 partnerships/consortia
• Acceleration of the collaboration, and curriculum
  already in place
• Learning pathway for each learner built up from
  consortium offer
• Specialism diversity and choice through elective
  participation

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The North West Consortium of Schools

• Leading Edge Technology College with Vocational
  Second Specialism
• Post 16 St Edmunds RC School, Wolverhampton
  Girls High School

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Why Join the Framework?

• Need a more flexible curriculum
• Our institution cannot deliver all subjects
• Provides further opportunities for individual
  student progression routes
• Vocational pathways and work related learning
• Vocational approach viewed as second best by
  students and parents
• Improvement in results at Post 16

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Why Join the Framework?

• Increase number of links with external agencies
  and companies
• Improve partnership with Wolverhampton Colleges
• Increase number of Student Apprenticeships
  occupational areas
• Enable College placements to take place without
  missing out on core subject lessons

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The LA Curriculum Framework

• The framework was born in September 2001
  thanks to Welwyn, Coventry Tamworth!
• It was initially post 16, based in consortia, and
  is now 14-19, inclusive and Citywide
• It provides 21/2 hour learning blocks, to create
  a Citywide offer and generate new curriculum
  model
• Individual Student Curriculum is built by
  appropriate course selection within a curriculum
  model, from programmes offered by all providers

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LEA Framework Structure
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LA Framework Structure

• Agreed by all schools
• Learning blocks last for 2.5 hours
• Blocks A, B, C and D contain L2, L3 courses
• Block E is Enrichment
• Contiguous timetabling, not common
• These overlay KS4 and KS3 timetable structure

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Flexibility at KS4?
Monday a.m.
Thursday a.m.
Thursday p.m.
Monday p.m.
Y12
Block A
Block A
Block B
Block B
2.5 Hours
2.5 Hours
2.5 Hours
2.5 Hours
BTEC
BTEC
BTEC
BTEC
Y10
D
C
D
C
A
A
A
B
B
B
C
D
App GCSE
App GCSE
BTEC
BTEC
NVQ
WBL
WBL
NVQ
Diplomas
Diplomas
REACH
REACH
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Year 10 2006/7
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Post 16 - Level 2 Courses
Monday
Tuesday
Wednesday
Thursday
Friday
BTEC
BTEC
BTEC
BTEC
E
E
GCSE
ECDL
WPL
WPL
Monday
Tuesday
Wednesday
Thursday
Friday
BTEC 1
BTEC 1
BTEC 1
BTEC 1
E
E
BTEC 2
BTEC 2
BTEC 2
BTEC 2

• BTEC First diplomas, GCSEs
• Vocational qualifications (C G Engineering,
  Diplomas, ...
• Work placements
• Enrichment (E) Time Japanese, CISCO

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Transforming KS3?
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Collaborative Arrangements 2008/9
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Collaborative Agreements for Options

• 2008 options (including the Diploma) will be
  delivered on a Tuesday and a Thursday
• 2009 options (including the Diploma) will be
  delivered on a Wednesday and a Friday
• Post 16 - the Diploma will be delivered in blocks
  A and B with ASL taking place in any of the other
  option blocks

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KS4 delivery Level 2

• Principal learning (PL) 420 glh
• Generic learning (GL) 200 glh
• Additional/Specialist (AS/ L) 180 glh

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KS4 delivery Level 1

• Principal learning (PL) 240 glh
• Generic learning (GL) 240 glh
• Additional/Specialist (AS/ L) 120 glh

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KS4 delivery Level 1(alternative model)

• Principal learning (PL) 240 glh
• Generic learning (GL) 240 glh
• Additional/Specialist (AS/ L) 120 glh

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KS4 delivery Level 1(alternative model)

• N.B. PL/GL should not duplicate BTEC in sector
  terms
• The proposal based on home delivery
• Learners retain options for Day 1
• No transport issues

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Diploma Management Networks

• Their Role in the City
• There is a DMN for each Diploma Line
• Curriculum supply by providers
• Access, entitlement, progression for learners
• Curriculum modelling and development based on
  demand and choice

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Strands of the Citywide Infrastructure

• Area-wide Curriculum Framework
• Area-wide Curriculum Models
• ILP www.my-iplan.com
• Area Prospectus www.areaprospectus.com
• CARD (Choose a Real Deal)
• Underpinning Systems
• E-Learning www.virtual-workspace.com

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My I-Plan
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Diploma in Engineering
In Wolverhampton there is a collaboration of 5
establishments that are working together along
side industry to provide a quality learning
experience and progression. There is also the
Edexcel-Wolverhampton Alliance to assist with
delivery and assessment.
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Engineering CARD Taster
So far 31 students have opted for Foundation
Level and 25 for the Higher Level. Our aim was
60 pupils. Finally, around 15 or 1 in 7 people
in the West Midlands are employed in Engineering
and Manufacturing. A good reason to do the
diploma.
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Lessons Learned so Far?

• REACH programme provides more appropriate
  appropriate provision for learners
• Diplomas are new qualifications
• OPP timescale very tight
• Some students did not complete a CARD taster
  activity

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Summary

• Barriers to collaboration can be overcome
• The change management is hard, but produces big
  dividends
• An area-wide strategy can personalise learning
  and inclusion
• It is about putting the learner first!

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Any further questions?