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Changes to KS4 Curriculum October 2005 Manchester and London

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Overlap with Key Stage 3, and the need to repeat work ... and it is effective in pursuing this and dismantling barriers to engagement. ... – PowerPoint PPT presentation

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Title: Changes to KS4 Curriculum October 2005 Manchester and London


1
Changes to KS4 CurriculumOctober
2005Manchester and London
Ian Richardson HMI Specialist Adviser for
Science
2
Changes to KS4 Curriculum
  • Implications for
  • teaching, learning and planning

3
Changes to KS4 Curriculum
  • What problems were reported?
  • Insufficient breadth
  • Not addressing individual needs
  • Insufficient stretch
  • Lack of relevant science
  • Lack of scientific enquiry

4
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

5
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
6
Changes to KS4 Curriculum
  • AN OPPORTUNITY
  • NOT
  • A THREAT!

7
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

8
The preparation for choice
  • ATTAINMENT KS3 (PANDA SUMMARY)

9
The preparation for choice
  • ATTAINMENT KS4 (PANDA SUMMARY)

10
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.

11
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.

12
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

13
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

14
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)

15
Making the choice
  • Final decision to be made by HoD and 2nd in
    science by December 2005

16
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.

17
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

18
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.

19
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.

20
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.

21
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.

22
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.

23
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.

24
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.
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