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THE COLLEGE MERTHYR TYDFIL

CURRICULUM PLAN FOR FULL-TIME LEARNERS

May 2012

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THE COLLEGE MERTHYR TYDFIL

VISION STATEMENT

The College Merthyr Tydfil will make a major impact on the economy of the heads of the

valley region by increasing the acquisition of basic and higher level skills and qualifications

for employment or higher education; and so support the development of healthy and

sustainable communities.

The College will be recognised across the region as a centre of excellence for all learners

from 16 onwards. The College will provide first class education and training both on

campus and in the workplace, making full use of the Welsh Baccalaureate, at level one to

three, and foundation degrees at level four and five.

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CONTENTS

Section 1: Introduction 4

1.1 Background 41.2 Key Principles informing the Curriculum Plan 4

Section 2: The College Curriculum: 6

2.1 Overview of curriculum options 62.2 Level 3 – BTEC/AS/A LEVEL 72.3 Level 2 122.4 Entry Level/Level 1 16

Section 3: Aim Higher – Programmes for high aspiring learners 20

Section 4: Implementing the Curriculum Plan 21

4.1 Links with other Sub Committees 21

APPENDIX 1: OUTCOMES OF CONSULTATION 23

APPENDIX 2: EXAMPLE HE MODULES FOR HIGH ASPIRING LEARNERS 41

APPENDIX 3: ILLUSTRATIVE LEARNER CASE STUDIES 42

APPENDIX 4: OVERVIEW OF FE LEVEL QUALIFICATIONS OFFERED 45

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SECTION 1: INTRODUCTION

The college curriculum plan is intended to inform key project partners of the curriculum options to be made available at the college and the actions to be undertaken over the next year to implement and deliver these curriculum options from September 2013 onwards. The plan will be supplemented with a ‘Curriculum Prospectus’ which is currently being developed by Merthyr Tydfil College. This prospectus will include all the curriculum to be offered at the college and will be circulated, in the first instance, to Year 9 and Year 10 parents and pupils in February and March 2012.

1.1 BACKGROUND

The Curriculum plan for the college has been prepared following detailed research and consultation (please refer to Appendix 1) from a wide range of sources, including:

Previous curriculum proposals drawn up as part of the college ‘hub and spoke’ model by ESIS (the Educational Advisory Service) and Optima Consultancy.

Desk based research publications and in particular the Estyn Report on 14-19 Education in Merthyr Tydfil (May 2007)

Extensive consultation with Headteachers, subject leaders, Heads of Department and learners in the four 11-18 comprehensive schools affected by the college proposals.

Discussions with other tertiary and sixth form colleges and also Careers Wales. These colleges include Coleg Gwent and Hereford Sixth Form College.

Internal consultation with curriculum leaders, Heads of Department, tutors and business support staff within Merthyr Tydfil College.

1.2 KEY PRINCIPLES INFORMING THE COLLEGE CURRICULUM DEVELOPMENT

The Curriculum will provide for all learners a broad range of learning opportunities leading to further study, employment and entry into higher education.

The curriculum will be underpinned by high quality careers advice and guidance and opportunities for all full-time learners to undertake work related education and training, including, access to work based learning programmes for those seeking taster Skillbuild/Level One and Foundation and Advanced Modern Apprenticeship programmes with the facility to transfer to/from Further Education as appropriate.

All full-time learners will be required to follow an essential skills programme of literacy, numeracy and information technology as part of the learning programme. In many cases, this programme will be linked to the WBQ. Enterprise education and employability will be embedded via the tutorial entitlement into all programmes.

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The faith dimension will be developed using the Welsh Baccalaureate qualification, AS Philosophy and Ethics and AS/A2 Religious Education. The opportunity for students to visit their previous school for faith celebrations will be encouraged.

A tailored programme will be developed for high aspiring learners that will draw on Level 4 Higher Education Modules (including the Open University YASS Scheme) with a suite of UHOVI modules currently in development and the opportunity to study essential skills at Level 4.

The curriculum will provide where appropriate additional support for learners with additional learning needs.

The Welsh Baccalaureate Qualification (WBQ) will underpin all A/AS and BTEC programmes at levels 1, 2 and 3.

BTEC Level 3 learners will be able to study for the 3 ‘A’ Level equivalent Extended BTEC Diploma. BTEC Level 3 and A/AS candidates will have the opportunity to mix and match qualifications.

A weekly tutorial programme will be developed for all full-time learners to monitor academic progress through the use of electronic individual learning plans. These plans will be used to prepare reports for parents/guardians on a twice yearly basis and will inform discussion at annual parents’ evenings to be held in January of each year.

Tutorials will also, where appropriate, be used to develop the faith dimension through the use of guest speakers.

There will be strong links with all partner 11-16 and 11-18 schools in Merthyr Tydfil in order to inform learner and parental choice. This process will begin in Year 9 with an annual parents/learners evening to be held in each school in the Spring Term. To compliment this process, taster activities/evenings will be held for all learners in year 9 in each school in the Autumn Term.

All learners will have the opportunity to undertake a wide range of enrichment opportunities on a Wednesday afternoon. This enrichment programme will include a range of team sports linked to Sporting Academies and a range of Music, Drama and language modules. The Duke of Edinburgh programme will also be offered to learners as well as the peripatetic music service. These programmes will not be compulsory.

The curriculum will be underpinned by GCSE English and Mathematics and programmes of adult literacy and numeracy will be available where GCSE study in the first instance is inappropriate. Resit GCSEs in English and Mathematics will be available for the November sitting for D grade candidates.

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SECTION 2: THE COLLEGE CURRICULUM PLAN

2.1 OVERVIEW OF CURRICULUM OPTIONS AND ENTRY REQUIREMENTS

The College Curriculum plan will provide a wide range of courses, ranging from Entry Level/level 1 through to Higher Education study at Level 4. The following table provides an overview of the further education qualifications available1 at each of these FE levels and the general entry requirements. These will be discussed in detail during the application process.

Level Examples of Qualifications Entry Criteria Level 3 BTEC Level 3 Certificate,

Subsidiary Diploma, Diploma and Extended Diploma

AS and A Levels NVQ Level 3 Access Courses Welsh Baccalaureate

Advanced Advanced Awards City and Guilds Level 3

5 GCSE Grade C or above

Level 2 BTEC Level 2 Certificate, Extended Certificate and Diploma

GCSEs NVQ Level 2 Welsh Baccalaureate

Intermediate Intermediate Awards City and Guilds Level 2

4 GCSE’s Grade D or above

Level 1 BTEC Level 1 Certificates and Awards

NVQ Level 1 Foundation Awards City & Guilds Level 1 Welsh Baccalaureate

Foundation

4 GCSEs at Grade D-G or above

Entry Level BTEC Entry Level Certificates and Awards

Vocational Access OCN Entry Level Units

No formal entry requirements

2.2 LEVEL 3 CURRICULUM OPTIONS 1 Appendix 4 provides further detail of each of the above qualifications

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There will be an extensive range of choices available at Level 3, including Awards, Diplomas and Extended Diplomas together with AS/A Level Programmes. These are outlined on pages 9 and 10.

All learners on these programmes will follow the Welsh Baccalaureate Qualification with GCSE English/Mathematics available for those who have not achieved a ‘.C’ grade. November re-sit opportunities will also be available for ‘D’ grade candidates.

Learners will be able to follow a number of options, which may include: 1. 4 AS levels and WBQ (20 hours per week)2. Extended Diploma and WBQ (20 hours per week)3. Diploma (2 A Level Equivalent) AS and WBQ (20 hours per week)4. 2/3 AS and Award and WBQ (16 hours per week)5. 3AS and WBQ (16 hours per week)6. Diploma, Award and WBQ (20 hours per week)7. Full-time Level 3 Vocational programmes will be offered on 18 hrs per

week (including Essential Skills) or 19 hrs with the WBQ qualification. In the second year of study, learners may change their option choice subject to

advice and guidance from their personal tutor and careers adviser in consultation with parents/guardians.

The tutorial programme offered to Level 3 learners will have strong links to HE and employability with the co-ordination of UCAS applications undertaken in conjunction with parents/guardians, the careers service, personal tutor and the Assistant Principal for Advanced Level programmes.

The programme for high aspiring learners will be offered in Block F and on a Wednesday afternoon. (Please refer to Appendix 2 for more information on the types of HE modules to be offered).

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The College Merthyr Tydfil Level 3 - Timetable Model

Duration Monday Tuesday Wednesday Thursday Friday

2hrs A F C F B

2hrs B E AWBQ

Advanced C

2hrsWBQ

Advanced DSport/

Extra Curricular ED

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Level 3 (Year 1)

A B C D E FAS Level AS Government & Politics* AS Art – Photo (1)

- Fine Art (1)- Graphics (1)

AS History (2)AS English (1)AS Media StudiesAS Physical Education (1)AS Health & Social Care (1)AS Design TechnologyAS Chemistry (1)AS Maths (4) AS Spanish* AS Geography (3)AS Philosophy and Ethics *

BTECSport (3)Business (3)Built Environment (2)

AS Level AS Economics AS Drama/Theatre Studies AS Welsh (1) AS Chemistry (2) AS ICT (1)AS Computer Studies (1)AS Geology *AS Psychology (2)AS Maths (3)AS RE (3)AS Biology (3)AS Health & Care(2)AS German *AS English (3)

BTEC

Performing Arts (3)Creative Media Public Services (2)ICT (3)Engineering

AS Level AS Business Studies AS Geography (1) AS RE (1) AS FrenchAS Law AS Physics (1) AS Art –

- Photography (2)


AS English literatureAS Applied Science (2)AS Chemistry (4)AS Mathematics (5)AS Health and Care (4)

BTEC

Performing Arts (3)Art &Design (2)Sport (3)Business (3)Engineering ICT (3)

AS Level AS Music AS Psychology (1) AS RE (2) AS Applied Science(1) AS Maths (1) AS Biology (1)AS History (1) AS Film Studies*AS Chemistry (3)AS Physics (2)AS Dance *AS Health and Care (3)AS English (4)

BTEC

Health & Social Care Travel & Tourism Applied Science Built Environment Art &DesignOutdoor Education

AS Level AS Sociology AS Geography AS Polish * AS Portuguese * AS Biology (2) AS Maths (2)AS English (2) AS Art –

- Photography (3)


AS Applied Science (3)AS Welsh (2)

BTEC

Health & Care Travel & Tourism Applied Science Creative MediaPublic Services Outdoor Education

High Aspiring learners Block

BTEC

Sport (3)Business (3)Art &Design (2)Performing Arts(3)Creative Media Public Services (2)ICT (3)Engineering Applied Science Travel and Tourism Built Environment Outdoor EducationHealth and Care

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Notes: Learners choose one subject maximum per block. The numbers in brackets indicate the numbers of year groups offered. Block F may reduce to 2 hours after timetable modelling. * not currently offered

Level 3 (Year 2)

A B C D E FA Level Sociology GeographyPolish * Portuguese * Biology (2) Maths (2)English (2) Art –

- Photography (3)- Fine Art (3)- Graphics (3)

BTECHealth & Care Travel & Tourism Applied Science Creative MediaPublic Services Outdoor Education

A Level Government & Politics * Art – Photo (1)


History (2)English (1)Media StudiesPhysical Education (1)Health & Social Care (1)Design TechnologyChemistry (1)Maths (4) Spanish *

BTECSport (2)Business (2)Built Environment (2)

A Level Economics History (1) Drama/Theatre Studies Welsh Chemistry (2) ICT (1)Computer Studies (1)Geology*Psychology (2)Maths (3)RE (3)Biology (2)Health & Care(2)German *English (3)

BTECPerforming Arts (3)Creative Media Public Services (2)ICT (4)Engineering

A Level Business Studies Geography RE (1) FrenchLaw Physics (1) Art (2) English literature*Applied Science (2)

BTECPerforming Arts (3)Art &Design (2)Sport (3)Business (3)Engineering ICT (3)

A Level Music RE (2) Applied Science(1) Maths (1) History (1) Film Studies*Chemistry (3)Dance *Health and Care (3)

BTECHealth & Social Care Travel & Tourism Applied Science Built Environment Art &DesignOutdoor Education

High Aspiring learners block

BTECSport (3)Business (3)Art &Design (2)Performing Arts(3)Creative Media Public Services (2)ICT (3)Engineering Applied Science Travel and Tourism Built Environment Outdoor EducationHealth and Care

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Engineering IMIAL L3 Expended Diploma in Vehicle Maintenance & Repair FT

Business and ITOCR NVQ Diploma L3 Business and Administration

Child and Social CareCACHE L3 Diploma in Child Care and Education Yr1 CACHE L3 Diploma in Child Care and Education Yr2

Access Courses Access Diploma to HE Nursing Access Diploma to HE Humanities/ITT

Hair and Beauty VTCT L3 Diploma in Women's Hairdressing VTCT L3 Diploma in Beauty Therapy TreatmentsVTCT L3 Diploma Complementary Therapies

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Level 3 (Vocational Pathways (offered across the grid)

2.3 LEVEL 2 CURRICULUM OPTIONS

The learner choice for the college Level 2 curriculum is highlighted on page 13. All learners who have achieved GCSE Grade D will be offered the opportunity to

study GCSE English and Mathematics in November. Those with lower grades will be offered a one year English/Mathematics re-sit programme or an appropriate programme of numeracy and literacy leading to GCSE study in the following academic year

Learners will not be offered a full GCSE re-sit programme – a range of GCSEs, will be offered to compliment their chosen programme of study.

Learners following a BTEC programme will be required to follow the WBQ intermediate qualification at Level 2.

Learners may follow, for example: o A vocational diploma (equivalent to four GCSE’s at Grade A-C), the WBQ and

GCSE English/Mathematics re-sit (Minimum study 19 hours)o A vocational Diploma, Award and the WBQ (Minimum study 20 hrs) including

English/Mathematics o A vocationally related programme e.g. Hairdressing, Motor Vehicle Studies

(18 hours per week including essential skills or 19 hours with WBQ).

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The College Merthyr Tydfil Level 2 timetable Model


2hrs A WBQ Intermediate

C WBQ Intermediate

B

2hrs B E A D C

2hrs F DSport/

Extra Curricular E F

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Level 2

A B C D E F

English (3 hrs)Mathematics (3 hrs)Adult Literacy (3 hrs)Adult Numeracy (3 hrs)

BTEC Built EnvironmentHealth & Social CareChildcareMusic TechnologyPerforming ArtsTechnical TheatreTravel & TourismOutdoor Education

English (3 hrs)Maths (3 hrs)Adult Literacy (3 hrs)Adult Numeracy (3hrs)

BTECApplied ScienceHealth & Social CareSport (x2)Art and DesignPerforming ArtsTechnical TheatreTravel & TourismOutdoor Education

GCSE Psychology

English (3 hrs)Maths (3 hrs)Adult Literacy (3 hrs)Adult Numeracy (3hrs)

BTEC Applied ScienceBuilt EnvironmentChildcareSport (2)Art and DesignMusic Technology

GCSE Biology

English (3 hrs)Maths (3 hrs)Adult Literacy (3 hrs)Adult Numeracy (3hrs) BTEC ICT (x2)BusinessPublic ServicesCreative MediaEngineeringTeaching Assistant(1)

GCSESociologyPolish Spanish FrenchPortuguese

English (3 hrs)Maths (3 hrs)Adult Numeracy (2hrs)Adult Literacy (3 hrs)

BTEC EngineeringICTBusinessPublic ServicesCreative MediaTeaching Assistant (2)

GCSEWelsh SpanishDance

BTEC Built EnvironmentHealth, Social CareChildcareMusic TechnologyPerforming ArtsTechnical TheatreApplied ScienceEngineeringICT (2)Art and DesignBusinessPublic ServicesCreative MediaTravel and TourismSport (2)Outdoor Education

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Notes: Learners choose, as a maximum, one option per block. The numbers in brackets indicate the numbers of year groups offered. Block F may reduce to 2 hours after timetable modelling.

Level 2 – Vocational Pathway (offered across the grid)

Business and IT OCR NVQ Diploma L2 Business and Administration

Child and Social Care CACHE L2 Diploma in Child Care and Education

General Education and Access OCN L2 Learning for Progression

Hair and Beauty VTCT L2 Diploma in Women's Hairdressing VTCT L2 Diploma in Beauty Specialist Techniques

Construction Trades CSkills L2 Diploma in Brickwork CSkills L2 Diploma in Carpentry and Joinery EAL L2 NVQ Diploma PEO Plumbing

Engineering CG NVQ L2 Performing Engineering Operations'IMIAL L2 Extended Diploma Automotive Maintenance & Repair

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2.4 ENTRY/LEVEL 1 CURRICULUM OPTIONS

The curriculum is designed for learners who have been less successful at GCSE study and accommodates entry and level 1 study. It is designed for learners to specialise or taste a range of vocational programmes.

These learner groups, where appropriate, will be combined with learners following a programme of literacy and numeracy to support their core learning programme.

A programme of essential skills will be offered to learners in the following entry/Level 1 programmes;

o Hair and Beautyo Childhood Studieso Motor Vehicle/Engineeringo Construction Skillso Business Administrationo Computingo Information Technology.

All BTEC learners will follow the Welsh Baccalaureate Qualification at Level 1 An entry level WBQ will be offered once this programme has been developed by the

WJEC. Learners will follow for example:

o A BTEC Introductory Certificate, WBQ and a programme of basic skills (Minimum study 19 hrs)

o A BTEC Introductory Certificate, BTEC Award, WBQ and a programme of basic skills (Minimum study 24 hrs)

o Vocationally related programmes – (18 hrs, including essential skills or 19 hrs with WBQ).

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The College Merthyr Tydfil Entry / Level 1 timetable Model


2hrs A F C F B

2hrs B E WBQFoundation /

Entry

D C

2hrsWBQ

Foundation/Entry

DSport/

Extra Curricular E A

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Entry/Level 1

A B C D E F

English (3 hrs)Maths (3hrs)Adult Literacy (3 hrs)Adult Numeracy (3hrs)

BTEC

ConstructionHealth & CareChildcarePerforming ArtsTravel and TourismPublic Services

English (3hrs)Maths (3 hrs)Adult Numeracy (3hrs)Adult Literacy (3hrs)BTEC

Applied ScienceHealth & CareSportArt & DesignPerforming ArtsTravel and TourismBusiness

English (3 hrs)Maths (3hrs)Adult Literacy (3hrs)Adult Numeracy (3hrs)BTEC

Applied ScienceConstructionChildcareSportArt & DesignICT

English (3 hrs)Maths (3 hrs)Adult Literacy (3hrs)Adult Numeracy (3hrs)BTEC

ICTBusinessPublic Services

English (3hrs)Maths (3 hrs)Adult Literacy (3hrs)Adult Numeracy (3hrs)

Btec Introductory (2hrs only in this block)

BTEC

ConstructionHealth & CareChildcarePerforming ArtsTravel and TourismApplied ScienceSportArt and DesignBusinessICTPublic Services

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Notes: Learners choose, as a minimum, one option per block

Entry / Level 1 Vocational Pathways (offered across the grid)

Construction Trades Construction Skills Diploma in Bricklaying Construction Skills Diploma in Carpentry and JoineryDiploma in Painting Diploma in Plastering NVQ Certificate in PEO Plumbing

Engineering IMI L1 Diploma Vehicle Maintenance FT Grp A

Hairdressing and Beauty TherapyHairdressing Diploma

Business and IT Diploma in Digital Applications for IT users

Cache L1/Entry Level CACHE L1 Foundation Award Caring For Children

Independent Learning Skills Skills Development Work Skills Development Life Skills New opportunities Pathways to Independence Steps to Success

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SECTION 3: PROGRAMMES FOR HIGH ASPIRING STUDENTS

In addition to the college curriculum we are proposing to work with UHOVI, the Open University and First Campus to provide higher education modules and opportunities for those students looking to extend their learning further. Further details on the type of UHOVI HE modules are highlighted in Appendix Two. Details of the Open University and First Campus initiatives are available on: http://www8.open.ac.uk/choose/yass/ or http://www.firstcampus.org/

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http://www.firstcampus.org/

http://www8.open.ac.uk/choose/yass/

SECTION 4: IMPLEMENTING THE CURRICULUM PLAN

4.1 LINKS WITH OTHER COLLEGE SUB COMMITTEES

Detailed discussions will begin in the Spring Term with other college sub-committees in order to progress and implement the curriculum plan. The key priorities for each group are outlined below:

Support for Learners Group

The development of a tutorial entitlement programme for all full-time learners at the college and clarity on the software needed to offer electronic learning plans to these learners

The finalisation of a programme of study to stretch high aspiring learners. This programme may involve consideration of aspects of the Cambridge Pre U Qualification, in particular the Individual investigation element

Discussion on the transition timetable from key stage four into the college. The sharing of the curriculum plan with the Learners and Parents at each local school. This will begin in the Spring Term.

The clarification of arrangements with Careers Wales as to the vetting and arrangement of work experience placements. This process began on January 12 th

2012. The development of a value added target setting system for A/AS and BTEC learners The development of a parents’ guide, student support brochure and school leavers

guide for learners and parents/carers as appropriate.

Curriculum Group

The clarification of the syllabus choice for all AS/A2 programmes. The need to obtain guidance on the range and suitability of vocational AS subjects

currently offered, including AS Health and Social Care and Applied Science. The importance of identifying and sharing best practice in the delivery of the WBQ

qualification in both local schools and the college. The staffing of subjects currently not offered in schools. The modelling of the curriculum against the national planning and funding system

and its replacement in order to ensure that the curriculum is cost effective. A pilot exercise with the 2010-2011 data has already taken place in the Autumn Term 2011. The Welsh Government has planned to replace this system from September 2014.

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Estates and Infrastructure Group

A key focus will be the need to bring together the Curriculum and Estates/ICT groups in order to ensure that training in the use of the new software takes place during 2012-2013.

Space planning is again a priority once the 2011-2012 and 2012-2013 sixth form numbers have been provided to the college. This exercise has already been completed on 2010-2011 data. A crucial issue here will be the need to clarify the FE/HE provision to be offered in the Old Town Hall.

Management and Staffing Group

The fundamental issue will be the need to agree the staffing of the A/AS curriculum to be offered from September 2013/2014

The use of direct appointments (as opposed to service level agreements) will mean that 2 hours curriculum blocks may not be necessary for BTEC/AS/A level delivery.

Agreement will need to be reached for the start/finish times of each day. Discussions will be necessary with the Transport department once this decision has been reached.

Communications Group

Work will continue to identify the most effective and appropriate methods to be used to communicate the curriculum plan to key stakeholders, including secondary school staff, pupils and their parents.

A college Curriculum prospectus will be developed in February 2012, outlining the subjects to be offered from Entry Level 1 through to HE Level 4. This will be circulated to all Year 9 pupils and parents in the first instance to inform discussion at parents’ evenings to be held at each school in March 2012.

A final prospectus for 2013-2014 will be developed in the Autumn Term 2013 to be used at all parents’ evenings and presentation events in the local schools.

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APPENDIX 1

The College Merthyr Tydfil

Curriculum Consultation

Overview of consultation undertaken on the draft Curriculum Plan

December 2011

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Overview

Thorough consultation has been undertaken on the college curriculum to ensure that the curriculum meets the needs of future students, providing maximum choice and flexibility to enable students to pursue their desired subject choices.

This consultation was undertaken with key stakeholders, including:

o College and School staff and studentso MTCBC staff o Secondary school headteachers and senior management teams, including Heads of

Department and Sixth Form o Secondary school pupils and parents o General members of the public o Merthyr Tydfil Youth Forum representatives

A detailed schedule of each of the meetings held is contained within Appendix One.

The outcomes of these discussions have been used to finalise the college Curriculum Plan.

The following paper outlines:

Summary of outcomes from the Curriculum Consultation Detailed notes and feedback from each of the consultation meetings held

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1. Summary of Outcomes

Curriculum

Subject Choices

The need to ensure that the curriculum provides a wider choice of options for students than that which is currently available in schools.

Need to highlight the extensive range of A Levels and opportunities for gifted and talented students to counteract against the negative publicity that only vocational subjects will be offered.

The need to include programmes that are both comprehensive and appealing for students e.g. BTEC - Jamie Oliver Cooking.

The need to consider a GCSE re-sit programme, including Science GCSE’s The need to consider offering the ‘Extended Diploma’ Parents have a number of concerns that the proposed curriculum timetable would not

be able to accommodate some of the ‘subject combinations’ currently being undertaken by some sixth form pupils – need to clarify how we would address this.

The need for the curriculum to be available for Year 9 to refer to when making their career options/choices and the importance of college representation at Year 9 parents and options evenings.

Need to consider additional areas, including AS Dance Consideration of additional subject areas – Auto Cad, Travel and Tourism Advantages of producing DVDs highlighting curriculum choices for students The need to consider offering beginners classes in evenings for members of the local

community e.g. pottery, cooking, Art and Design, Singing, Spanish, Painting and Computing

Further work to be undertaken on the varieties of Maths to be run Need to highlight more clearly options available for students, particularly in relation to

the number of A Levels they are able to take alongside the Welsh Bac. Need to consider the different exam boards that are being used by each individual

school and determine what exam boards will be offering the AS and A Level provision in the college

Entry Requirements

The need to consider minimum course entry requirements in liaison with current secondary schools.

Work Experience and Employer Engagement

The need to consider how the college will provide work experience opportunities for all sixth form students.

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The need to ensure that market analysis is undertaken to inform curriculum programmes in order to enhance student employability

Curriculum Timetable

The need to give students time to change their choices at the beginning of term. The need to consider, and clarify early on, the minimum number of students a course

will be able to run with. Need to reconsider the organisation of the timetable as two hour blocks may not be

suitable for all students and could lead to a lack of concentration. Some staff and students would prefer 4 x 1 hour sessions for subjects such as Drama, Science and ICT.

Need to ensure the effective co-ordination of the timetable to facilitate travel between OTH and the College and travel for any staff who may be working part-time in schools and the college.

Consider revisiting start times, some pupils prefer 9.00am and others prefer 8.30am Need to consider the timetable for college and OTH side by side, so that adequate time

is allowed for travel between sites and that subjects are grouped together to ensure than the need for travel is kept to a minimal.

Need to consider some form of intermission between double lessons. Need to take into consideration the impact of INSET days and school holidays on the

timetable. Need to move the current slot for Travel and Tourism to enable students to study

Spanish with it

Enrichment opportunities

The need to consider additional programmes for disadvantaged pupils e.g. Groundwork Trust Woodcraft or youth inclusion programme, Forest Enterprise, Camp craft.

The need to maintain the current links that secondary schools have with key organisations such as ‘Business in the Community’.

The college needs to offer the same opportunities that schools currently offer sixth form pupils, including educational trips and visits to underpin their study.

Need to provide opportunities for gifted and talented students to enhance their educational experience and stretch themselves. E.g links with Open University YASS scheme.

Need to consider offering volunteering opportunities as part of the Enrichment programme

Need to consider the operational logistics of Wednesday afternoons e.g. some musicians may want to take part in sporting activities aswell as undertaking music enrichment activities. How will the college accommodate this? Need to consider possibility of offering some activities in lunchtimes and at the end of the day.

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Communication with schools

Need to work closely with schools to ensure that the college provides sufficient progression routes for subject areas being taught within the schools and also that schools offer appropriate subject areas to enable students to progress from school to the college.

Need to consider the co-ordination of the transition year 2013-2014, especially for year 13 pupils remaining in schools

Communication with parents

Need to provide parents with information on the curriculum to be offered to sixth form students

Teaching Staff

Need to consider the line management of the extra numbers of staff to be employed within the college

Need to consider the integration of new/existing staff both within the same subject areas and also across the college

Need to consider how new staff will be inducted into the college, this will be particularly important for those staff teaching the same subjects who may have come from different schools.

Student Support

The need for clarification on the continuity of support to ensure the smooth transition of students from school to the college, including:

o College advisers establishing links with school pupils from Year 9 onwards. o Examination of the role of college pupils as mentors for pupils back in schoolso School Council representatives on Merthyr Tydfil Learner Assembly and vice

versa o College open/taster dayso Curriculum options events

The need to clarify the level of tutorial support that will be available to students in the college. Many students have questioned how the current form tutor role in schools will continue in the college.

The need to ensure appropriate support systems are in place to mitigate against current high student drop-out rates between Year 12 and 13.

Consideration of support activities to be made available to students within the first few week of opening of the college e.g. fresher/student fair, detailed building induction, tutorial support, guidance on independent learning, self study, time management etc.

Need to consider a Prefect/Head Boy/Head Girl system as they currently have in schools

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2. Detailed Outcomes of curriculum consultation sessions

Consultation with Penydre High School

Thursday 20th October 2011

Attendees

Mr Ken O’Shea – Headteacher

Mr John Davies, Head of Sixth Form

Heads of Department

Sixth Form pupils and School Council Representatives

Key Suggestions Response

Need to consider additional areas, including AS Dance

AS Dance now been added to the college Curriculum

Need to clarify enrichment opportunities available for students

These will be clarified in the college prospectus and promotional material

Need to examine the logistics of providing work experience for all of the sixth form students

The Learner Support group is currently examining the organisation of work experience in conjunction with Careers Wales

Need to give students the opportunity to change their choices

The Learner Support group has agreed in principle that students will be given until October half term to change their curriculum choices.

Need to consider additional programmes for disadvantaged pupils e.g. Groundwork Trust Woodcraft or youth inclusion programme, Forest Enterprise, Camp Craft

These will be built into the programme of enrichment opportunities available to students

Maintain links with Business in the Community Initial discussions have already been held with Business in the Community. These will continue as the college progresses

The need to include programmes that are both comprehensive and appealing for students e.g. Jamie Oliver Cooking The need to consider minimum course entry The Learner Support Group has agreed the

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Key Suggestions Response requirements minimum course entry requirements to be

applied in the college. The need to consider a GCSE resit programme, particularly for English and Maths

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Consultation with Afon Taf High School

Wednesday 9th November 2011

Attendees

Mr Cliff Smith – Headteacher

Ms Jill Greenway, Head of Sixth Form



Curriculum needs to provide a wider choice of options than that which is currently available in schools – students need to be able to study the options of their choice

The college will provide over 30 A Levels for students to choose from. In addition there will be a wide range of BTEC and NVQ qualifications available. We will endeavour to try and ensure that students are able to take their option choices.

The need to consider, and clarify early on, the minimum number of students a course will be able to run with

Confirmed that this will be ......

The need for the curriculum to be made available for Year 9 to refer to when making careers options/choices

Arrangements have been made for college representatives to be in attendance at all of the Year 9 parents/options

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Public Information Session

Tuesday 15th November

Treharris Community Centre


Parents would welcome information on the proposed policies for areas such as:

student attendance monitoring student support communication with parents

The Curriculum and Learner Support Team will develop a parents handbook, detailing key policies and information for parents, terms dates etc.

Need to provide parents with information on the curriculum to be offered to sixth form students

College Project Team representatives will attend Year 10 and Year 9 parents evenings during the Spring Term 2012.

Need to consider the co-ordination of the transition year 2013-2014, especially for year 13 pupils remaining in schools

Detailed discussions are currently taking place with the Management and Staffing team to identify the arrangements to be taken forward for the transition year

Need to allow for travel between sites within the curriculum timetable

This will be taken forward through the Management and Staffing group

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Consultation with Cyfarthfa High School

Monday 21st November 2011

Attendees

Mr Alan Pritchard – Headteacher

Ms Carolyn Meade, Deputy Headteacher

Heads of Department



Timetable should begin at 8.30am, especially if the College enters a Service Level Agreement with schools

To be examined in more detail with other key stakeholders

More work needs to be undertaken to identify the varieties of Maths to be offered at the College

Work will be undertaken to identify the key varieties of Maths to be offered at the College, including Mathematics – statistics and Mathematics – Overview

The Curriculum timetable needs to take into consideration the needs of different subject areas e.g. Prefer 4 x 1 hour to 2 x 2 hours sessions For subjects such as drama, science ICT. Two hours may be too long for concentration

This will be incorporated into the final curriculum plan timetable

Need to ensure that students can study English and Maths GCSE at the same time

This has been addressed

Need to clarify the minimum class size This will be clarified as part of the finalisation of the curriculum plan.

Need to consider the implications for staffing if class sizes are too small

The College will try and make use of WBQ to ensure staff have full workloads.

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Thursday 24th November

Bedlinog Communities First Offices


The need to consider offering the ‘Extended Diploma’

The Extended Diploma will be built into the curriculum

The need to ensure that market analysis is undertaken to inform curriculum programmes in order to enhance student employability

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Tuesday 29th November

Cwm Golau, Integrated Children’s Centre, Pentrebach


The college needs to offer the same opportunities that schools currently offer sixth form pupils, including educational trips and visits to underpin their study e.g. Cyfarthfa NASA Trip

The college will seek to provide the same opportunities to students as those currently offered in school sixth forms. (Incidentally I checked with Carolyn Meade who has informed me that students fund the cost of the NASA trip themselves)

The need to provide support to enable gifted and talented students to stretch themselves

The college Curriculum team is working closely with Open University representatives and UoG First Campus representatives to build in key opportunities for gifted and talented students to engage with HE modules and other enrichment programmes of their choice.

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Consultation with Services to People department, Merthyr Tydfil College

Thursday 1st December 2011

Attendees

Staff representatives from the Services to People department


Need to consider offering a GCSE Science resit programme

This will be considered as part of the final curriculum plan

Need to consider the Sector Skills requirements for some areas

These will be taken into consideration in the design of these curriculum areas

Need to provide tutorials and key skills within Welsh Bac sessions

Each Welsh Bac slot will contain an hour tutorial slot

Need to consider the inclusion of BTEC Level 2 Outdoor Education

This will be considered as part of the final curriculum plan

Need to move the current slot for Travel and Tourism to enable students to study Spanish with it

This will be addressed within the final version of the curriculum plan

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Consultation with Afon Taf High School

Monday 5th December 2011

Attendees

Ms Jill Greenway, Head of Sixth Form

Heads of Department

Key Suggestions Response Examine the demand for a possible Hospitality/Catering BTEC qualification

An analysis has been undertaken on the demand for catering. The outcomes of the analysis indicate that there is not sufficient student demand at this present time. This provision is also offered in two colleges within the vicinity.

Need to consider the minimum numbers that courses are going to operate with, particularly in relation to financial viability and continuity for A2. For example a large number of students currently study RE at AS Level. This number decreases quite substantially for A2 Level. Will the College be able to guarantee to students that they will continue to run this course at A2 Level, with low numbers.

This will be addressed and clarified within the final version of the curriculum plan

Need to work closely with schools to ensure that the college provides sufficient progression routes for subject areas being taught within the schools and also that schools offer appropriate subject areas to enable students to progress from school to the college.

The College will continue to work closely with staff across all the secondary schools. In addition, the college Learner Support Group will remain in operation when the college opens.

Need to consider the operational logistics of Wednesday afternoons e.g. some musicians may want to take part in sporting activities aswell as undertaking music enrichment activities. How will the college accommodate this? Need to consider possibility of offering some activities in lunchtimes and at the end of the day.

This will be considered as part of the final version of the curriculum plan

Need to consider how new staff will be inducted into the college, this will be particularly important for those staff teaching the same subjects who may have come from

There will be a detailed induction programme for new staff

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Key Suggestions Response different schools.

Need to consider a Prefect/Head Boy/Head Girl system as they currently have in schools

This will be taken forward for discussion within the Learner Support Group

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Consultation with Bishop Hedley High School

Monday 12th December 2011

Attendees

Ms Maureen Harris – Headteacher

Heads of Subject Areas

Sixth Form pupils and Year 10 Representatives

Key Suggestions Response Need to consider a GCSE Re-sit programme, particularly in light of the growing proportion of Polish and other European families in the Merthyr Tydfil area.

All student circumstances will be considered on an individual basis.

Need to consider the transport issues for those students staying behind an hour to study an elective or engage in an enrichment programme activity.

This will be addressed as part of the Estates, Infrastructure and Finance Team.

Need to determine the levels of Maths re-sit programmes to be offered – will both the foundation and higher levels be available for students.

Both the foundation and higher levels will be available for students.

Need to consider the different exam boards that are being used by each individual school and determine what exam boards will be offering the AS and A Level provision in the college

This will be examined in detail

Need to clarify staffing arrangements and also how the college proposes to deal with classes with low student numbers

This will be clarified as part of the development of the final version of the curriculum plan.

Need to move the Welsh Bac timetable slot. Agreed. This will be moved within the final version of the curriculum plan.

Need to consider offering volunteering opportunities as part of the Enrichment programme

This will be built into the enrichment programme

Noted that 8.30-4.30pm would be a long day for students

Noted.

Need to consider the length of the timetable Noted. This will be used to inform the timetable

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Key Suggestions Response slots. Double lessons are good in some ways for coursework but long for subjects that require lots of concentration. Need to consider some form of intermission between double lessons. Also need to take into consideration the impact of INSET days and school holidays on the timetable.

slots on the final version of the curriculum plan

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Consultation with Technology staff – Merthyr Tydfil College

Tuesday 13th December 2011

Attendees

Staff representatives from the Technology department

Key Suggestions Response Need to consider the line management of the extra numbers of staff to be employed within the college

This will be addressed as part of the Management and staffing discussions

Need to consider the integration of new/existing staff both within the same subject areas and also across the college


Need to consider a later start time of 9.00 for those students travelling outside of the initial catchment area.


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APPENDIX 2 – UHOVI POST 16 BITE SIZE COURSES

STEM Health, Care, Beauty

Humanities, Languages

Creative & Performing Arts

Business & IT Sport & Outdoor Education

Engaging in Higher education

Forensic Computing

Introduction to Mathematics for Engineers

Introduction to Human Biology

Engaging in Higher Education

Health and Social Care

Intro to Life Styles and Health

Engaging in HigherEducation

World Heritage Sites In Wales

What is Sociology?

Abnormal Psychology

Anatomy and physiology

Social Welfare Policy

Philosophy

Consumer Ethics


Intro to Creative Sound and Music new module

Social problems and the media

Creative Writing

Art History People & Other Creatures


Entrepreneurship new module

Streetwise Finance

Introducing Customer Service Excellence


Introduction to Sports Coaching

Sport and National Identity

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APPENDIX 3 – ILLUSTRATIVE LEARNER CASE STUDIES

Merthyr Learning Quarter

Illustrative Learner Case Studies

Learner 1

Peter successfully completed a Btec level 2 certificate in Motor Vehicle Studies on a day – release basis at the college whilst in the sixth form in school. He is currently enrolled on the Institute of Motor Industries level 3 programme, plays football for the College Academy on a Wednesday afternoon and hopes to progress to a Foundation Degree in Diesel Diagnostic Technology through the UHOVI programme at the college on a part time basis. Peter has had a highly successful work placement organised by the college work based learning unit and is intending starting an apprenticeship through Skills Academy Wales as part of his long term career plan.

Learner 2

Gemma is currently enrolled on a level 3 Childcare Diploma course. She is studying the Welsh Baccalaureate programme as part of her studies and complements this with an AS programme in Sociology. Her work placement in the college crèche was organised by the College Work Placement Officer. As part of her enrichment studies Gemma has successfully completed her Teaching Assistant level 2 programme at the college. At the end of the year Gemma has applied for a place on the UHOVI Foundation Degree in Childhood Studies.

Learner 3

Samantha is currently enrolled on the college’s Foundation Construction Award (level 1) programme in Bricklaying. As part of her studies at school, Samantha enjoyed the 14 – 19 learning pathways course at the college and this has allowed her to progress into her bricklaying course. Samantha is currently re-sitting GCSE English and Mathematics and is enjoying her one day per week placement with a local employer as part of the Pathways to Apprenticeship (PTA) initiative at the college. At the end of the year Samantha hopes to progress into a full time apprenticeship through the PTA programme which will be organised by the college work based learning unit.

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Learner 4

Neil has worked for ten years after leaving school as a nursing assistant at the local hospital. He enjoys working with patients but lacks formal qualifications. After carefully considering the advice and guidance provided by the Learner Services Unit at the college Neil has enrolled on an Access to Higher Education programme. Whilst studying at the college Neil has secured a place for his two year old daughter in the college crèche, funded through the Financial Contingency Fund. After a visit from a nursing tutor at the local university to the college as part of tutorial activity, Neil hopes to enrol on the full time programme in the university from next September.

Learner 5

Helen enjoyed studying at school and did particularly well in her GCSE studies. She has enrolled in the college on four4 AS level programme of Biology, Chemistry, Physics and Mathematics (pure and mechanics) together with the Welsh Baccalaureate qualification. After careful discussion with her Head of Department and personal tutor Helen was recommended for the ‘Honours Programme’ which includes further study of the Investigative Project and Global Citizenship element of the Cambridge Pre U qualification and Essential Skills level 4. Helen hopes to study medicine in London University on completion of her studies at the college. Her aspirations were confirmed during a three day Science conference hosted in the HESAS faculty at the University of Glamorgan. Her tutor has arranged for her to visit four Medical Schools in the next six months and has provided considerable support in the preparation of her UCAS application.

Learner 6

Alexander has always enjoyed music and plays bass guitar in a local band on weekends. His GCSE results were not as good as expected and consisted of five D’s and three E’s. Alexander and his parents visited the college during the spring term in his final year in school as part of the transition process into college and were very interested in the range of Btec level 2 awards in Music and the Performing Arts offered in the College. Alexander has also spent three days as part of a First Campus Widening Access programme studying rock music at the Creative Industries Faculty of the University of Glamorgan in Cardiff. He is currently enrolled on a Btec First Certificate in Music and has broadened his studies by following a Btec First Award in Business. Underpinning Alexander’s programme is the Welsh Baccalaureate Qualification at level 2 and GCSE re sits in English and Mathematics. At the

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end of the year Alexander hopes to progress onto the Btec National programme in Music and eventually a Foundation Degree in the Performing Arts at the college.

Learner 7

Tracy had a real flare for languages in school and is currently following her AS levels in

German, Spanish and French at the Merthyr Learning Quarter. After seeking advice from

her Head of Year in school and college tutors during a parents’ evening at the school, Tracy

decided to complement her AS studies by following a BTEC award in Business. As part of her

studies at the Merthyr Learning Quarter, Tracy had a work experience placement in Cardiff

at the local television studios where she was able to practise her language skills. She hopes

to progress to University to follow a 4 year sandwich programme in languages with a 1 year

placement in Madrid in the second year.

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APPENDIX 4 – OVERVIEW OF FE QUALIFICATIONS OFFERED

AS Level & A LevelThese are recognised entry qualifications for university courses. An A Level includes AS and A2 units. Most full time students follow a programme of four AS subjects in year one and three A2 subjects in year two. However, some students choose to continue four subjects through to full A Level.

BTECThese are vocational qualifications available in a wide range of subjects. They have been designed incollaboration with industry, so they equip you with the skills and knowledge that employers are looking for. The qualifications offer a mix of theory and practice, and usually include an element of work experience. They are available at levels 1, 2 and 3. They are also an excellent route into university.

NVQ (National Vocational Qualifications)/ VRQ (Vocationally Related Qualifications) You can study NVQ’s/VRQ’s at work, college, or as part of an Apprenticeship. You learn practical, work-related tasks designed to help you develop the skills and knowledge to do a job effectively. A qualified assessor will observe you and assess you on the actual work you carry out in the workplace. They will test your knowledge and understanding as well as your competence.

Welsh BaccalaureateThe qualification consists of four core subjects, Key/Essential Skills, Wales, Europe & the World, Work related Education and Personal & Social Education. You can study for a Welsh Baccalaureate Diploma at Foundation, Intermediate or Advanced level alongside your other chosen course. The Welsh Baccalaureate at Advanced level also attracts UCAS points to help entry to university.

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