The National Curriculum is changing

The department of education is still consulting the content of the national curriculum. Michael Gove has signed his intention to make assessment more challenging and move toward more end of course assessment. There will also be a change in terms of subjects studied. In some senses this has been seen as a move back to a more traditional curriculum, however subjects like citizenship will remain (KS3 &4).

Changes are also being proposed to the system of league tables used to measure school performance with the introduction of two new measures:

•           the percentage of pupils in each school reaching an attainment threshold in the vital core subjects of English and maths

•           and an average point score showing how much progress every student makes between Key Stage 2 and Key Stage 4

The average point score measure will reflect pupils’ achievement across a range of eight subjects.

As well as English and maths, it will measure how well pupils perform in at least three subjects from the English Baccalaureate – sciences, history, geography, languages – and computer science, and in three additional subjects, whether those are arts subjects, academic subjects or high quality vocational qualifications.

 

Further information can be found at

http://www.education.gov.uk/inthenews/inthenews/a00221416/curriculum,-exam-and-accountability-reform

 

The question remains what impact this will have on alternative forms of learning?

In what ways can we seek to make the case for the development of such learning in different settings?

 

The Legacy of the Olympics

I think we can all agree that the Olympics and Paralympics presented a wonderful showcase of all that is best in Britain, ranging from the reception received by visitors, to the performance of our athletes and volunteers.

The Olympics movement is committed to providing a legacy for the next generation. This is something especially close to the heart of those committed to the benefits of extracurricular activities which, as we know, not only improve children’s health, but have direct impacts on their self-esteem, motivation, team work and behaviour. Not to mention improving the image of young people and community relations.

However, a number of mixed messages came from the government over the summer, none more so in relation to the use and security of school sports fields.

Following concern expressed in the media over the use of school sports fields, The Department for Education has now clarified what it means by the word ‘suitable’, which is used in the new regulations.

‘Suitable’ is defined in the regulations as meaning ‘suitable for the purpose in respect of whom it is provided, having regard for their ages, numbers, sex and any special requirements they may have’.

Further information can be found at

http://www.education.gov.uk/schools/adminandfinance/schoolscapital/a00212403/changing-standards-school-premises

What has been the legacy of the Olympics in your area?

What can we do as a community to help sustain and embed this?

Safeguarding extra-curricular activity participants;

Safeguarding extra-curricular activity participants; The Vetting and Barring Scheme (VBS) and Criminal Records Regime (CRR) regimes have changed as of 10 September 2012.

The new definition of ‘regulated activity’ as it will stand under the new Protection of Freedoms Act 2012, will comprise only:

(i) Unsupervised activities: which teach, train, instruct, care for or supervise children, or provide advice/guidance on well-being, or drive a vehicle only for children;

(ii) Work for a limited range of establishments (‘specified places’), with opportunity for contact: for example, schools, children’s homes, childcare premises. Not work by supervised volunteers;

Work under (i) or (ii) is regulated activity only if done regularly. The government is providing statutory guidance about supervision of activity which would be regulated activity if unsupervised.

(iii) Relevant personal care, for example washing or dressing; or health care by or supervised by a professional;

(iv) Registered child-minding; and foster-carers

That in the light of the above new definition of ‘regulated activity’, CRB checks are still required to be carried out in relation to any of their staff or volunteers who have unsupervised, regular access to vulnerable people, including children, as this constitutes ‘regulated activity’ under the new regime.

Note that there are plans to make CRB checks ‘portable’ in the future, to avoid checks having to be carried out for each member of staff or volunteer as they change roles but this change has not yet been legislated for. 

Further information can be found at

‘Changes to disclosure and barring: What you need to know’

http://www.homeoffice.gov.uk/publications/crime/disclosure-and-barring/

Pupil Premium Auditing and Measuring the Impact

From September 2012, the government will require schools to publish online information about how they have spent the premium. Schools might wish to investigate the tool kit developed by the Education Endowment Foundation and the Sutton Trust, which aims to help schools identify the most promising and cost-effective ways to support disadvantaged pupils.

1. Effective feedback – very high impact for low cost

2. Meta-cognition and self-regulation strategies – high impact for low cost

3. Peer tutoring/peer-assisted learning – high impact for low cost

4. Early intervention – high impact for very high cost

5. One-to-one tutoring – moderate impact for very high cost

6. Homework – moderate impact for very low cost

Further information can be found at

http://www.nationalcollege.org.uk/index/resources/ldr-magazine/ldr-latest-articles/pupil-premium-one-year-on

http://www.telegraph.co.uk/news/uknews/9516753/Schools-to-get-1000-bonus-for-taking-on-children-in-care.html

Do colleagues have an examples of ways they have audited the pupil premium?

Do colleague shave any comments in relation to measuring the impact of the pupil premium?