Curriculum and Qualification Issues

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.