EDUCATION 2 Years 16-19

NEW EDUCATIONAL OPTIONS IN THE 16-19 AGE-GROUP

Sunday, 21 September 2008

Shadow Education Minister attacks new diplomas

In my previous post, I expressed relief that the new School Diplomas had been spared the negative rubbishing which is the stock in trade reception given to every new project in British public life. I spoke too soon because the Shadow Education Minister, on the 20th September made an unhelpful intervention. He undertook to repeal one aspect of the reforms in the new Diploma system.

The Times reported:

The new school diplomas in humanities, languages and sciences would be scrapped by a Conservative government. Michael Gove, the Shadow Schools Secretary, said that the 14 work-based academic diplomas created by Labour undermined A levels.

There is certainly political capital to be gained in initiating a media hullabulloo about the scrapping of the so-called "Gold standard of "A" levels. Tony Blair, with typical spineless expediency, backed away from educational reform at the last barrage from this quarter.

The Tories should be supporting the introduction of the new Diploma courses with great enthusiasm, because they free the academic sector of 16 to 19 studies from the need to accommodate students with different gifts and interests, who had previously found no other avenue of educational progression. The greater differentiation of educational opportunities, will permit the restoration of the traditional demands of the academic disciplines compromised by these recent pressures.

But Mr Gove, for his own self-respect if nothing else, should not assume that this implies a a last ditch defence of "A" levels in their present shape. These have got to be reformed in accordance with strict modern educational principles and these have already been hammered out for the new Diplomas.

We are not talking about changing the content of "A" level subjects. These are organisations of learning which have been developed over the centuries. As a French teacher, I shall look forward to the classics of literature being restored to their pre-eminent place and with regard to the language work the restoration of pride in grammatical accuracy. We will provide universities with students who are ready for true university education.

The reform offered by the Diploma structure is in the system of 16-19 studies, not in the content of subjects. For a serious politician to exploit this misunderstanding would be totally reprehensible. The "A" level system is not the Gold Standard of British education, it is one of its major and most long-lasting problems and is accepted as such by 90% of educationists.

MY OWN VIEWS ON THIS SUBJECT OF 16-19 PROVISION (David Yendley)

To show how long people in education have been grappling with this problem I will quote from the DASTE thesis that I wrote in1978. I do not approve of people who quote from themselves, but this is to show the longevity of this problem:

The unacceptable narrowness and over-specialisation of the traditional Sixth Form Curriculum

This problem is concerned with the academic sixth form curriculum. Twenty five years ago, the traditional three divisions of the sixth form into classics, sciences or modern subjects seemed to represent the three alternative paths along the timeless organisation of knowledge through the ages.

Hallowed in public schools in previous centuries, these routes led to similarly organised university departments and particularly to those of the academically elite ancient universities. This education would ultimately lead to qualifications which would have the respect of the whole community and prepare those who succeeded for leading roles in all aspects of the country’s public life.

Now this sixth form curriculum is strongly questioned on two counts:

1. The first objection, which is rapidly achieving consensus in educational thinking fears that the curriculum from sixteen, confined to just three subjects is too narrowly specialised.

2. The second objection undermines the whole validity of this education. It is claimed that this education no longer represents a relevant preparation for life in modern society.

Ongoing efforts to broaden the sixth form curriculum

Concern about the premature specialisation in British sixth forms led the Schools Council to devote 12 years work in the study of a broader sixth form curriculum. Since 1966 the Council had accepted that:¬

1. The growing size and ability range of the sixth form makes curriculum reform necessary.

2. Less specialisation and broader study in the sixth form was desirable.

3. Subject specialisation should be made as late as possible to keep different career opportunities open.

In 1972 the Butler/Briault proposals were made for a split level, five subject 18 plus exam. The blue-print for this curriculum was published by the Schools Council in April 1978 (Working Paper 60). The Council proposed that the pupil should be able to opt to study a sixth form subject to either of two levels:¬

1. N:level: At this level the teaching would concentrate on the essential core of skills and knowledge in the subject. These studies would provide the basis for more advanced study later if. the pupil wished.
2. 2. F levels: would offer the extension of N levels towards an advanced study. The Council talk of the pupil now being expected to show greater understanding, requiring a more mature handling of ideas and using higher intellectual skills
   1. In accordance with these proposals a pupil would normally study three subjects to N level and 2 subjects to F level. Having studied four-subjects in his first year, the pupil would not be expected to make his or her choice of the two subjects to be studied to the higher F level until the final term of the first year. As a result specialisation would be postponed.
   3. The split level subject format came in for strong criticism from those who felt that the idea represented an unnecessary compromise to a strong lobby of university and school teachers who would not accept any severe reduction in specialist work.
   4. No exams under the new curriculum were envisaged until 1988; some will note ruefully the speed of curriculum reform in this country where 22 years of deliberation can be thought over hasty.

Monday, 7 September 2009

Greater success reported when sixth forms are bigger

Little publicity is given to the success of Sixth form colleges and the 100% approval they receive from parents. What they involve is the pooling of a number of sixth forms to give a greater efficiency in the use of resources, permitting the extension of educational provision, including teaching manpower (and womanpower of course). The result is that students have a wider choice of courses and find themselves in classes large enough to offer a stimulating learning environment. As there will usually be an alternative sixth form centre within travelling distance, there is also choice of College.

This lesson from the 16-19 age sector has lessons for the secondary sector. Organisational cooperation under "super heads" is the basic answer to our educational problems.

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A report in today's "Times" reveals the success of sixth form colleges:

Success at the bigger 6th forms

By Nicola Woolcock The Times 7 September 2009

Teenagers studying in large sixth forms perform better on average than those in smaller establish­ments, research shows. Research by the Associa­tion of Colleges (AoC) sug­gests a link between a sixth form or college's size and the attainment of its pupils at A level and equiv­alent qualifications.

Martin Doel, AoC chief executive, said: "The poor performance of smaller school sixth forms is a source of concern, as it raises serious doubts about continued political support for an increase in the number of school sixth forms. New smaller school sixth forms do not look like an efficient invest­ment, according to this data, particularly at a time when public spending is so constrained."

The AoC examined the average Level 3 point scores (equivalent to A levels) per student. At schools or colleges with fewer than 50 pupils, the average score was 561, for those with 101 to 150 stu­dents this was 657, and in­stitutions with more than 250 pupils had an average score of 802. This excludes independent schools.

VOCATIONAL DIPLOMAS