Curriculum 2000: implementation
HMI 993 March 2003 © Crown copyright 2003 Document reference number: HMI 993 To obtain a copy, contact: Ofsted Publications Centre Telephone: 07002 637833 Fax: 07002 693274 E-mail: [email protected] Web site: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Contents
Introduction 1
Commentary 2 Key issues for action identified in 2001 report 4 Key issues for action 2002 5 Standards 6 Quality of teaching 10 Students’ response 12 Guidance and support 14 Target-setting 18 Curriculum organisation 19 Management 21
Annex A: schools involved in the survey 23 Introduction
1. This report offers a summary of findings of Ofsted’s survey work on the first two years of Curriculum 2000. The judgements are based on visits by eight of Her Majesty’s Inspectors (HMI) and 16 additional inspectors (AI) during 2000–2001, and by 13 HMI and 12 AI during 2001–2002. They made visits to a sample of 100 secondary maintained schools and 10 independent schools in England (see annex A). From September 2001, the introduction of Curriculum 2000 in further education and sixth form colleges was monitored by full inspections carried out by Ofsted. 2. A total of eight subjects were tracked at advanced subsidiary (AS) and advanced level (A2) General Certificate of Education (GCE): mathematics, English, modern foreign languages, business, art and design, biology, geography and physics and three subjects for the Advanced Vocational Certificate of Education (AVCE): business studies, art and design, and health and social care. 3. This survey involved observations of teaching and discussions with managers, teachers and students. In most cases, schools were visited twice a year to gain evidence of the progress being made throughout each year. 4. In December 1997 the government expressed its belief that the post-16 curriculum in England was too narrow and inflexible and that it must be adapted to enable 16- and 17-year-olds to compete with their European peers. The government noted that many European countries offered their young people broader programmes with a much more demanding schedule. The ‘Qualifying for Success’ reforms, introduced in September 2000, were intended to encourage young people to study more subjects over two years, while also helping them to combine academic and vocational study. The reforms also included plans to provide new, world- class tests to stretch the most able students. In addition, it was intended that students should develop their competence in key skills, especially those of communication, application of number, and information technology. The government hence planned to introduce: new GCE A levels, set at the same standard as the previous ones, offering candidates the choice of either modular (staged) or end-of-course assessment. In both types, an understanding of the whole syllabus was to be tested a new advanced subsidiary qualification which represents the first half of the full A level and is worth 50% of the marks of the whole A level new, world-class tests – ‘Advanced Extension Awards’ – aimed at the most able students and designed to attract a higher entry than the existing special papers new GNVQs at A level, equivalent in size and demand to a single A level and graded on a similar A–E scale, with AS-equivalent GNVQs also available in some subjects a new key skills qualification to encourage all young people to develop the essential skills of communication, application of number and IT. The government believed that there was scope for young people to broaden their studies with no loss of depth or rigour and to take on more demanding programmes at the age of 16.
1 Curriculum 2000: implementation Commentary