Curriculum, Assessment and Qualifications Reform: Implementation
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Curriculum, Assessment and Qualifications Reform: Implementation Hardip Begol Director, Assessment, Curriculum and General Qualifications BESA AGM, 6 November 2013. Aim of my presentation. Reforms to curriculum, assessment and qualifications Government’s approach to implementation:

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Curriculum, Assessment and Qualifications Reform: Implementation

Hardip BegolDirector, Assessment, Curriculum and General Qualifications

BESA AGM, 6 November 2013


Aim of my presentation Implementation

  • Reforms to curriculum, assessment and qualifications

  • Government’s approach to implementation:

  • less prescription

  • system leadership

  • ITE, CPD and teaching materials

  • raising awareness

  • … and how this will enable the teaching profession and wider education sector to take ownership of reform.


Case for Reform Implementation

  • 2010 Importance of Teaching White Paper:

  • So many great schools and teachers but performance below our potential when compared internationally

  • National curriculum should be slimmed down

  • Qualifications less demanding and failing to meet needs of employers and university lecturers


4 Implementation


Reforms on a page Implementation

  • New national curriculum: slimmer; focused on core knowledge and concepts; languages compulsory at key stage 2 (KS2); computing replaces ICT. In force from 2014.

  • Assessment: should relate to schools’ own curriculum; KS2 national assessment in English and maths remains.

  • New GCSEs:English and maths for first teaching in 2015, controlled assessment dropped; other subjects from 2016.

  • New A and AS levels: assessed at end of course, main subjects for first teaching in 2015; maths, languages and others from 2016.

  • Vocational Quals: Wolf-reforms driving up quality, first at KS4 and now post-16.

  • Accountability:smarter measures, minimising perverse incentives.


Vision for delivery
Vision for delivery Implementation

“…But what really matters is that this is a new approach to education, one that gives head teachers and schools far greater freedom. How they implement the national curriculum is down to them.

There will be no new statutory document telling teachers how to do their job. No national strategies telling teachers everything that they have to do. No national roll-out. This is a huge cultural shift.”

Elizabeth Truss, Parliamentary Under-Secretary of State (education and childcare) Speech at: http://www.education.gov.uk/inthenews/speeches/a00222888/felcom


Delivering the vision: less prescription Implementation

  • New national curriculum sets out the ‘what’ and not the ‘how’

  • Shorter programmes of study setting out core content – especially in foundation subjects and key stage 3

  • Fuller for key stage 1-2 maths and English, but so important

  • Disapplication – giving schools chance to prepare by adapting curriculum in 2013/14


Delivering the vision: system leadership Implementation

  • Key feature of the government’s policy

  • Significant expansion of system leaders across England:

    • 355 teaching schools, 299 alliances, with c.20 schools per alliance

    • over 800 national support schools (NLEs)

    • Over 2000 LLEs

  • Schools Direct – major shift in delivering ITE


Delivering the vision: system leadership Implementation

  • £2m to help teaching schools to support schools in their alliance and beyond to plan for change

  • Aiming for geographical coverage, some proposals work with hundreds of schools

  • Focus on primary, mathematics, English, science, computing and languages

  • Supporting change management – auditing strengths, identifying materials


Delivering the vision curriculum change
Delivering the vision: curriculum change Implementation

  • National college have developed online resources to help schools plan curriculum change:

  • how good is your current

    • curriculum?

  • what makes a great curriculum?

  • how can learning be organised?

http://www.education.gov.uk/nationalcollege/leadingcurriculumdevelopmentresource


D Implementation elivering the vision: ITE/materials/CPD

  • This curriculum makes new demands of teachers’ subject knowledge

  • Schools’ needs will differ and it is for them to identify their areas for development

  • Government is focussing investment in priority areas:

    • maths – NCETM has a range of support

    • science – national STEM centre has new materials

    • computing – recently announced £2m for additional master computer teachers

  • ‘Expert groups’ have been looking at the challenges of the new curriculum for ITE and serving teachers and how they might be addressed. Computingandgeographyexpert groups have already published their work.


Assessment reforms
Assessment reforms Implementation

  • Consultation on assessment and accountability closed in early October

  • Proposals are that National curriculum levels will be removed and not replaced; government will not prescribe approaches to formative assessment; key stage 2 tests will remain

  • Proposed an option of a baseline assessment for assessing pupils’ progress across the whole time at primary school.


Opportunities
Opportunities Implementation

  • New curriculum materials and services

  • School-led assessment and reporting systems

  • Material that goes beyond the specified content in the curriculum or qualifications.


Curriculum, Assessment and Qualifications Reform: Implementation

Hardip BegolDirector, Assessment, Curriculum and General Qualifications

BESA AGM, 6 November 2013


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