Joining a Curriculum Delivery Partnership

A Curriculum for the FutureThe New Secondary Curriculum

Steve Keeble SSAT

Lead Practitioner North Suffolk

“Going it Alone” and Joining an

Established Locality Partnership

Objectives

• A better understanding of issues in small rural schools surrounding implementation of the new secondary curriculum and joining an established locality partnership

• Changing the school culture to accept vocational learning for pupils of all abilities

• A shared understanding of exiting opportunities of vocational learning

• Share issues raised by delegates• Use Teacher Voice to feedback to SSAT/QCA

Curriculum Quote?

• There is a theory which states that if ever anybody discovers exactly what the curriculum is for and why it is here, it will instantly disappear and be replaced by something even more bizarre and inexplicable. There is another theory which states that this has already happened. (Adapted from Douglas Adams)

Implementing the 14-19 agenda

• ‘At the heart of the reforms is an entitlement for all young people to access the education that is best suited to them, in a setting appropriate to what they are learning and where standards are assured. Every 14-19 year old will have an entitlement to 14 specialised lines, in addition to the national curriculum.’

DCSF Website (DCSF: 14-19 Gateway Education & Skills White paper)

Speaking from Experience


The Original Plan

• To forge a partnership with a local FE College • To develop an off site facility• Gradually introduce Vocational courses• “Sell” the Course to Locality Schools• A very different offer based on local interests• To serve the local rural community


Community Links

• Involve Local Businesses• Source materials locally• Include the community in planning• Supported by local industry links• Courses (Entry Level, Level 1, Level 2)

Context

• Compared to other areas of Suffolk a low Average Deprivation score with a deprivation index placing it 37th in the region

• The immediate ward has an Education and Training Score placing it 1977 on East of England Rank

• The percentage of 16-74 year olds in High Suffolk who are economically active is lower than the average for Suffolk and England

• Of those aged 16-74 the High Suffolk wards have a lower percentage with Level 3 qualifications than the Suffolk and England average

• High Suffolk has a lower level of F.E. participation than in Suffolk as a whole

Project Goals

• To offer an alternative 14-16 curriculum experience based on vocational and occupational skills to engage students across the ability range

• To develop in the participating students a range of agricultural and horticultural and enterprise skills with enhanced applied knowledge.

• To provide a rural enterprise experience which will prepare students for the world of work and acquaints them with issues such as sustainability

• To use the subject and vocational specialism of an FE College• To establish a rural enterprise and skills based programme to

develop agricultural, horticultural and business skills for learners across the ability range

• Extending students’ awareness of the demands and standards needed to become a good employee or employer, e.g. Health and Safety, enterprise skills, economic awareness

Implementing the 14-19 agenda for schools

Rural Issues

• Transport of students to and from the site and its cost

• Travel of staff to the site• Recruiting staff in rural areas with relevant

skills• Our rural employer base is characteristically

the one person business • A reluctance among students to be

independent learners

IssuesChallenges

• Merging the cultures of Secondary Schools and FE Providers

• Core purpose must override any conflicts

• Accessing ESF GOALS Funding

• Feasibility Plan – the need for a robust plan, and an objective but well informed external perspective on planning

IssuesChallenges

• Expecting the occasional crises especially over finance

• Awareness of that toys may occasionally fall from prams

• Emphasise the focus on students and learning • Look outwards and learn from other partnerships • Keep a sense of perspective – Partnerships

need regular contact and humour

Expanding the Offer

• Develop more courses

• And more courses!

• And more courses!!

• Buy into FE Colleges

• Develop e-learning, eg using a commercial package or developing an in-house system, email and video conferencing

• Joining a Partnership!!!!!

Becoming a Proactive Partner;First Thoughts

• Common educational vision/ethos (inclusion, wide offer, learning styles, tackle low expectations/low skill base)

• Partnership = school/college core business (Time, Development Plans, JD’s)

• Financial commitment of partners• What we could bring to the partnership?• Do we negotiate full partnership and carry weight in

decisions?• Incidental factors e.g. The affinity of headteachers,

outward looking FE college • Playing an active role in Steering/Operational Groups

Group

Creating the conditions for Vocational Learning and convincing all Stakeholders

• There must be an unswerving commitment to developing a broader curriculum incorporating vocational learning opportunities

• The Headteacher must give leadership and support for vocational developments

• Decisions must be based on widening provision, inclusion and developing learning opportunities

• It is NOT about improving the league table position or a quick fix to school improvement.


• Successful vocational learning challenges conventional teaching approaches

• It is necessary to change the CULTURE of learning in the school

• Change needs capacity – building the capacity of staff is one the most important aspects of developing vocational course provision

• Investing in CPD is essential• Working in teams is crucial• Middle Leadership support is vital


• Ensure there is an adequate budget – vocational courses are not a cheap option

• Invest in the facilities necessary to develop and deliver the course specifications

• Cultivate reliable work placements that meet the needs of the course specifications

• Create flexibility in the timetable especially at KS4

Creating the conditions for vocational learning;Winning Parental Support

• Vocational courses are outside the experience of most parents

• Value and status are issues – do not underestimate just how conservative parents and your community are

• Communicate effectively, market confidently, believe in the product

• Press your case, promote the cause

Creating the conditions for vocational learning;Transforming Learning

• Vocational specifications are different – they require new approaches to preparation, classroom management, learning tasks and assessment.

• Teachers need to develop new skills, vocabulary, accreditation and recording techniques

• Staff involved in collaborative arrangements are committed, willing and enthusiastic.

• Competencies are transferable across courses and into other key stages

Celebrating the differences of vocational learning;Impact on Students Learning outcomes

• The curriculum is more varied and attractive to students

• Students are more committed to their studies and engaged in their learning

• Students complete work unit by unit

• Students stick with their courses and complete their studies

• Students gain success and improve their self esteem

• Results and retention rates improve

Celebrating the differences of vocational learning;Further Ideas for Making Collaboration Work

• e-learning, eg using a commercial package or developing an in-house system, email and video conferencing

• staff movement between institutions, eg to share teaching or to be responsible for teaching a curriculum area on another site

• student movement from home base for some or all of their learning

• common timetable arrangements across institutions, eg for the whole week, one day per week or one option block

• shared enrichment activities during curriculum time or as extra-curricular activity.

What is the final product?

• Excellent profile• Marketable• Excellence• Value Added• High success rate• Attracts the attention of OFSTED (For the right

reasons!)• A New way of Learning?

Final Thought

• “Human beings, who are almost unique in having the ability to learn from the experience of others, are also remarkable for their apparent disinclination to do so.“Douglas Adams (Last Chance to See)

Further information

Useful links

• SSAT www.ssatrust.org.uk/curriculumdesign

• NCSL www.ncsl.org.uk/lnpartnershipevents

• QCA http://curriculum.qca.org.uk/

Support

If you want advice or support on any of the issues discussed today

Phone: 01493660218

Email: [email protected]

Finally

Please complete the evaluation sheets.

Joining a Curriculum Delivery Partnership

Education

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