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The Importance of Teaching – Schools White Paper, Nov 2010. 06 January 2011 David Russell – Director of Curriculum & Behaviour Policy. Contents. Part 1 – Overview of White Paper Part 2 – Curriculum, Assessment & Qualifications Part 3 - Science. Part 1 – Overview of White Paper - PowerPoint PPT Presentation
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The Importance of Teaching –
Schools White Paper, Nov 2010
06 January 2011
David Russell – Director of Curriculum & Behaviour Policy
Contents
Part 1 – Overview of White Paper
Part 2 – Curriculum, Assessment & Qualifications
Part 3 - Science
Part 1 – Overview of White Paper
Slides 4-15
The context
“.. so many great schools, so many superb teachers and so many outstanding head teachers ..”
but we are failing to keep pace with the world’s best-performing education nations
and the gulf between opportunities for the rich and the poor has grown wider
the single most important lesson is – ‘The Importance of Teaching’
The narrative (1)
good teachers delivering good teaching is the single most important factor in giving every child a high quality education
poor behaviour is one of the biggest barriers to attracting and retaining good teachers
once schools have secured good behaviour, they will be able to deliver a challenging curriculum for all pupils
The narrative (2)
the best school systems devolve power to schools, and we will give schools the freedom to lead improvement
robust accountability for raising standards and narrowing gaps will sit alongside our plans for increased autonomy
head teachers and teachers are the people who make the difference, so we will give them real freedoms to decide how best to improve their school
the school funding system will be transparent and fair, and will effectively target disadvantaged pupils
A philosophical shiftFrom To
State action Decentralisation
Targets and accountability to the centre Data transparency creating local accountability
Regulation as the best guarantor of fairness Autonomy and trust as the best guarantor of fairness
Specific programmes to tackle issues Accountability and incentives set to create improvement
Identification of best practice and guidance Deregulation and reducing bureaucracy
Planning the system Opening the system up
Moving to end field forces and encourage lateral improvement
Complete the change – build capacity
Teaching and leadership
raise the quality of new entrants to the teaching profession (2:2) and focus ITT on core teaching skills
national network of Teaching Schools
support for teachers’ professional development, inc. end to 3 hour rule
powers to reward good performance; and address poor performance
free head teachers and teachers from bureaucracy and red tape, cutting duties, processes, guidance
Behaviour
clarify and strengthen teachers’ powers – search; same-day detention; use of force
protect teachers from malicious allegations strengthen head teachers’ authority beyond school gates support head teachers to take a strong stand against bullying,
esp. prejudice-based reform the exclusion appeals process trial school responsibility for excluded pupils’ attainment improve the quality of alternative provision
Curriculum, assessment and qualifications
See Part 2 !
The new school system
reinstate the freedoms Academies originally had all schools will be able to become Academies ensure that the weakest schools are considered for Academy
conversion support collaboration – chains, trusts, federations support teachers, charities and parent groups to open Free
Schools local authorities strong strategic role – champions for parents,
families, vulnerable students; ensuring school places; coordinating fair admissions; can develop own local school improvement strategies
Accountability
massive increase in public information on schools reform performance tables; new measures on deprived pupil progress,
and destinations reform school inspection: Ofsted focus on pupil achievement; quality
of teaching; leadership and management; behaviour and safety of pupils
floor standard for primary and secondary schools – escalating minimum expectation
support for underperforming schools, including minimum expectations; intervene where failure entrenched; help schools learn from one another; work with LAs to support underperforming schools
improve governing bodies
School improvement
school responsibility for driving improvement ending duty to appoint SIPs focus on school to school support – ‘families of schools’ data NLEs – doubling; and Teaching Schools Education Endowment Fund evidence on best practice, materials, improvement services support for schools below floor standards test a school financial incentive rewarding collaboration
School funding
new Pupil Premium consultation on clear and fairer funding formula transparency – on school spending remove requirement for LA clawback mechanism end disparity in funding for 16-18 year olds devolve the maximum funding to schools and realise
efficiencies take forward conclusions of capital spending review YPLA will become Education Funding Agency
In summary, this is about:
empowering teachers autonomy for schools, accountability to parents and
the community measuring success by international standards making the funding system fairer, so that poorer
children get a better chance to do well tackling the blockages to good teaching – bad
behaviour, prescriptive dogma, endless bureaucracy the state fundamentally stepping back from the day to
day running of schools
Part 2 – Curriculum, Assessment & Qualifications
Slides 17-24
Curriculum, Assessment and Qualifications
Headlines
Review and reform the National Curriculum Support the teaching of systematic, synthetic phonics and introduce a simple
check at 6 Hold an independent review of assessment at 11 Encourage schools to offer the “English Baccalaureate” Focus support on strategic curriculum subjects and give schools space to offer a
truly rounded education Measure our qualifications internationally against the best in world Reform GCSEs and A Levels Reform vocational qualifications, following Professor Alison Wolf’s review Support more people to continue in education or training to 18
Curriculum, Assessment and Qualifications
Themes
Crucial role on international comparison to guide reform
Trusting the professionalism of teachers
Restoring rigour to the curriculum and qualifications
Concentrate on teaching for knowledge and understanding– and not excessive drilling or exam preparation
We will review and reform the National Curriculum to focus on essential knowledge and concepts
Reformed National Curriculum will:
– return to core entitlement organised around subjects.
– slim down - more freedom to teach and design their own curriculum “Core of knowledge and understand that all children should be expected to
acquire…. must not try to cover every conceivable area of human learning”
- Academies and Free Schools retain right not to follow; expectation is that more will choose to follow new National Curriculum
Review to be formally launched by Ministers:
– to cover both primary and secondary (and link to EYFS review)
– focus on international research Widespread consultation Aiming to implement from 9/13; new curriculum available from 9/12
We will promote systematic synthetic phonics and assessing reading at age six
Clear evidence of the importance of learning to read; and the effectiveness of systematic, synthetic phonics
– resources and training to support its teaching
– Ofsted judgements will reflect new expectations
– reform initial teacher training Phonics screening check at age 6 – extra help for those struggling
We will reform the key stage two tests – the principal measures of progress at primary schools
Concerns about excessive test preparation Independent review by Lord Bew – rigorous, valid and reliable assessments
to ensure schools are properly accountable to parents, pupils and public
The English Baccalaureate will encourage schools to offer a broad set of academic subjects at age 16
Students are expected to pursue a broad range of academic subjects to 16 across most of Europe
“English Baccalaureate” to encourage more students in England to do so Recognise success with A*-C GCSE or iGCSE in:
– English– maths– sciences (2 GCSEs)– language (ancient or modern)– humanities (history or geography)
Only 15% of students achieved this, summer 2009 – only 4% FSM. And more than 230 schools had no students achieving this
We will publish results school-by-school – alongside existing measures; and (in time) provide certificates for individual students
We will focus central government support on strategic curriculum subjects More delegation, and fewer top-down curriculum programmes, but retain
support for uptake and achievement in mathematics and the sciences, to:
– increase the number of specialist teachers in physics, chemistry and maths and improve the skills of existing teachers in these subjects
– support schools offering separate science GCSEs, physics and further maths A level
We will ensure all schools are given the resources and space they need to offer a truly rounded education
“Clearing away the clutter” from the curriculum will give teachers the freedom to design lessons and provide experience:
– PE – especially, competitive team sports
– Sex and relationships education & PSHE
– Cultural experiences (music, museums and libraries,…)
We will compare ourselves to the best in the world
Participation in PISA, PIRLS and TIMSS to tell us how we are performing
– (slipped to 14th in science, to 17th in reading, to 24th in maths)
– compulsory for schools to take part (to guarantee we’re involved) Add securing international comparability of qualification standards to Ofqual
objectives
– catching and keeping up with the best in the world becomes at least as important as keeping exams the same year-after-year
We will reform GCSEs and A levels We are working with Ofqual to look at:
– getting universities fully involved in the development of A Levels
– reducing A Level resits (2/3rds – 3/4
ths resit at least once)
– reversing the “modularisation” of GCSEs (so taken at the end of the course)
– greater weight on spelling, punctuation and grammar in GCSEs
We will review vocational education
Vocational education long the poor relation of academic education. Too many young people following poor quality vocational courses because
they are easy for schools and colleges to deliver and give them performance tables points – not for their intrinsic value
Professor Alison Wolf reviewing vocational education and qualifications – will report in Spring 2011
Expansion of the Apprenticeships programme, 16-19 – up to 131,000 in 2010/11
We will support more young people to continue in education to 18 Confirming the commitment to Raising the Participation Age – to 17 in
2013, and 18 in 2015
– not keen to criminalise young people; want to allow participation to bed in, so enforcement against young people to come in over a longer period
Part 3 – Science
Slides 26-30
The Department for Education will :
Continue specific programmes which have been successful
Commit over £130m to STEM support over the SR period
Announce shortly the STEM allocations in more detail
Stay joined up with BIS
The Department for Education will :
Seek to attract more top science and maths graduates to be teachers.
Support Teach First, create Teach Now to build on the Graduate Teacher programme, and seek other ways to improve the quality of the teaching profession.
Reform the rigid national pay and condition rules to give schools greater freedoms to pay good teachers more and deal with poor performance.
The Department for Education will :
Create more flexibility in the exam system so that state schools can offer qualifications like the iGCSE
Reform league tables so that schools are able to focus on, and demonstrate, the progress of children of all abilities
Keep external assessment, but will review how key stage 2 tests operate in future.
The Department for Education will :
Keep science at the heart of curriculum
Announce the detail of the National Curriculum Review very shortly
Keep working with and listing to stakeholders.
Thank you.