DOCSLIB.ORG

The English Baccalaureate

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

House of Commons Education Committee The English Baccalaureate Written evidence - Web Volume I This volume contains written evidence accepted by the Education Committee for the inquiry The English Baccalaureate List of written evidence Volume I Page 1 Michael Tidd 1 2 Geoff Lucas, HMC 2 3 ISRSA (Independent Schools Religious Studies Association) 3 4 Jonathan Morris, Headteacher, St Wilfrid’s School 5 5 The Oratory School 6 6 Cllr Mrs K M Roche 7 7 Hugh O’Neill, Headteacher, St Benedict’s Catholic School, Bury St Edmunds 8 8 Paul Allen 11 9 Andrew Strachan 13 10 Mr S G Bell, Headteacher, Paisley Catholic College 16 11 Cath Brookes, Deputy Principal, Burntwood School 17 12 Vincent Everett 19 13 Mr Brendan Hickey, Headteacher, St Thomas More Catholic School 20 14 John Keller, Principal, Guthlaxton College 22 15 Gail Neill, Director, Diocese of Nottingham Education Service 23 16 Michael Wright, Headteacher, Leyland St Mary’s Catholic High School 24 17 Christopher Curtis, Headteacher, St Bede’s School 25 18 James Reeve 27 19 Danny Brierley 29 20 Mr Nick Taunt, Headteacher, Bishop Luffa School, Chichester 31 21 Andrew R Middleton 33 22 Mervyn Apthorpe, Assistant Headteacher and Head of Technology, St Thomas 34 More Catholic Science College 23 Miss Moria Kent, Head of RE / PSHCE / Careers, Stanley High School 35 24 Richard Wilkin, Headteacher, St Bede’s Inter Church School 36 25 Barnaby Lennon, Headmaster, Harrow School 37 26 Sharon Gladman 38 27 Damien Graham, Deputy Headteacher, All Saints’ Catholic High School 39 28 Tony Downey, Headteacher, Blessed Robert Sutton Catholic Sports College 40 29 Bernadette Mimngah, Vice Principal, Mount Carmel RC Technology College for Girls 41 30 La Retraite RC School 42 31 Mr Philip Wood 44 32 Music Education Council 48 33 Miss Doreen Cronin 49 34 Martin Lapworth 50 35 George Graingers 53 36 J C Bamford Excavators 54 37 Professor John F Healey 55 38 David Sheppard, Headteacher, The Charter School 56; 57 39 Council of University Classical Departments 58 40 Jennifer James, Head of History, Holte Visual and Performing Arts College 59 41 Judith Mossman, Professor of Classics, University of Nottingham 60 42 Jonathan Kerr 61 43 Mrs Jane Crow, Headteacher, Cardinal Newman School, Luton 63 44 Chris Lord, Head of Classics, Chigwell School, Essex 65 45 Mrs Barbara Roden 67 46 Anna Karstan 69 47 ASDAN 70 48 Mrs Aston 76 49 Classics Department, Hereford Cathedral School 77 50 Mrs Susan Rutherford 78 51 The Better History Group 80 52 Richard Vaughan 84 53 David Boothroyd 86 54 Andrea Lea 88 55 Dr Iain W Farrell, Director of Studies, Harrow School 90 56 The Royal Academy of Engineering 91 57 Jolyon English 93 58 Andrew Hampton 94 59 Association of Colleges 95 60 Denise Davids 102 61 Elizabeth Wolverson on behalf of the London Diocesan Board for Schools 103 62 T Hammond, Headteacher, Hagley Catholic High School 105 63 Cath Taylor 107 64 A Kurt, Head of Classics, Dartford Grammar School 109 65 Rowan Stephenson 110; 111 66 Dominic Hodgkinson 113 67 Mrs E A Hayden, Head of Religious Studies, Christleton High School 114 68 Sheila Oviatt Ham 116 69 The Learning Machine Ltd 120 70 Sue Warrington, Headteacher, Chace Community College 124 71 Miriam Fairclough 126 72 Professor Judith Lieu, Chair of the Faculty Board, Faculty of Divinity, University of Cambridge 127 73 Ian Bangay, Head of North Yorkshire Music Service 129 74 Kevin Harley, Deputy Head, Curriculum, The Piggott School 131 75 National Association of Religious Education (NATRE) 133 76 Geographical Association 137 77 AMiE 146 78 J M Kenny, Chair of Governors, Thomas Alleyne’s High School 149 79 Ifs 150 80 Barnardo’s 152 81 John Connor 157 82 Fiona Hopkinson 160 83 National Society for Education in Art and Design 161 84 Professor Robert Jackson 165 85 NASUWT 171 86 Felicity Gibbins 185 87 New Visions for Education Group 186 88 Mr Afshar, Head of Business Studies, Wimbledon College 192 89 Mrs Marion Gibbs, Headmistress, James Allen’s Girls’ School 193 90 Staffordshire County Council 195 91 Peter Davies, University of Birmingham 200 92 Linda Cadier 203 93 All Hallows RC Business, Enterprise and Sports College 205 94 National Union of Teachers 207 95 Brian Murphy 212 96 Steve Jewell, Principal, The Littlehampton Academy 213 97 Little Ilford School 214 98 Danielle Fairey 215 99 Leadership Team, Cardinal Newman Catholic School, Coventry 216 100Mrs G A Byron 218 101A J Glover, Headteacher, The Becket School 219 102Association of University Professors and Heads of French 221 103Department of Theology and Religious Studies, University of Bristol 222 104Anne Teasdale 224 105St John Fisher Catholic College 225 106Dr Elizabeth Swinbank 227 107Mrs Jill K Taylor 228 108Joe Hughes, Director of the Education, Diocese of Hexham and Newcastle Education Service 229 109Dr Cain, School of Education, University of Southampton 231 110Archbishop Sentamu Academy 232 111Alderman Colin Cradock, Chair of the South Gloucestershire Standing Advisory Council on Religious Education; Margaret Murphy, South Gloucestershire Advisory Teacher for Religious Education; and Antony Evans, South Gloucestershire Advisor for Personal, Social, Health and Moral Education and Citizenship 241 112Field Studies Council 243 113Senior Leadership Team at Sacred Heart of Mary Girls’ School 248 114Incorporated Society of Musicians and Conservatoires UK 251 115The Stockport Secondary Headteachers Consortium 256 116School of Education, Birmingham City University 258 117Democratic Life 261 118Girls’ Day School Trust 264 119Cornwall’s Standing Advisory Council for Religious Education 268 120National Association of Music Educators (NAME) 273 121Assessment and Qualifications Alliance (AQA) 278 122West Sussex SACRE 281 123Colin Adams, Treasurer, Humanities Association 283 124Robert Benzie, Head teacher, Ansford School and Chair of the Somerset Association of Secondary Headteachers 284 125CILT, The National Centre for Languages 287 126National Committee for 14–19 Engineering Education 298 127Isabelle Jones, Head of Languages and Teacher of French and Spanish 302 128Frances Hudson 304 Volume II 129Clare Stanhope 305 130Tim Manly 307 131University Council of Modern Languages 308 132Governing Body of St Joseph’s RC High School, Horwich 310 133ConstructionSkills 313 134Department of Theology and Religion, Durham University 318 135Alice Charnley, PGCE Student 320 136Girls’ Schools Association 322 137Catherine Hynes, Head of Religious Education, The Campion School 324 138Michael Loveland 326 139The Independent Schools Association 331 140Don Henson, Head of Education, Council for British Archaeology 332 141The Economics, Business and Enterprise Association 334 142Association for Citizenship Teaching 339 143Park Community school 342 144The Curriculum Foundation 343 145BCS, The Chartered Institute for IT 356 146Royal Shakespeare Company 363 147Ruth Robinson 366 148The Joint Association of Classical Teachers Examination Committee 368 149Joanne Rawlings 371 150157 Group 375 151Ilford Ursuline High School 379 152Education for Engineering 381 153School of Education, University of Southampton 389 154John Johnson, Headmaster, The Campion School 393 155VAGA, the Visual Arts and Galleries Association 394 156Institute of Education, University of London 396 157Institute for Education Business Excellence 403 158Cultural Learning Alliance 409 159The Chafford School RE Department 413 160The Royal Society 414 161Angela Gallagher-Brett and Liz Hudswell, Higher Education Academy Subject Centre for Languages, Linguistics and Area Studies, University of Southampton 416 162Paul Scarsbrook, Greg Tatton and Jason warner 417 163ADS 419 164Association of School and College Leaders 421 165Church of England Board of Education and the National Society 426 166Henry Gowland, Vice Principal (Academic), The Kings Academy, Middlesbrough 430 167Dormers Wells High School 432 168Creative and Cultural Skills Council 435 169Kent County Council 438 170The National Association of Language Advisers 441 171Mr P Travis, Headmaster, St Thomas More High School, Southend 442 172The Association for Language Learning (ALL) 445 173Liberal Democrat Parliamentary Policy Committee for Culture, Olympics, Media and Sport 451 174Diploma Development Partnership for the Creative and Media Diploma by Skillset and Creative and Cultural Skills 453 175Association of Teachers and Lecturers 458 176Engage 465 177Group for Education in Museums 466 178Crafts Council 468 179Joint Submission on behalf of The Association of School and College Leaders, The Curriculum Foundation and Whole Education 471 180Mr Pigott 475 181Cardinal Wiseman Catholic Technology College, Birmingham 476 182Rev Christopher Thomas 478 183National Board of Religious Inspectors and Advisers 479 184The British Psychological Society 484 185University of Cambridge School Classics Project 486 186Mrs K Packham, Curriculum Leader for Religious Education, St Thomas More Catholic High School, Crewe 493 187Leeds SACRE 494 188Sheffield Learning for Life Partnership 496 189WJEC 500 190William Musk 508 191Arts Council England 510 192Fr Timothy M Gardner OP on behalf of the Catholic Education Service for England and Wales 513 193Mr J Partridge, Curriculum Team Leader for ICT, The Minster School, Southwell 517 194The Design and Technology Association 519 195Trinity College London 522 196Naomi Hart 524 197Nigel Ranson, Headteacher, Our Lady’s Catholic High School 526 198Don Henson, Education Coordinator of the Heritage Alliance 527 199Theatre for Young Audiences 529 200Catharine Darnton 532 201Links into Language North West 534 202Mrs
Recommended publications
  • English Baccalaureate Research Report 2013 Web Version

    English Baccalaureate Research Report 2013 Web Version

    English Baccalaureate Research January 2013 Teacher number statistics updated May 2013 Key Findings .............................................................................................................. 2 Withdrawing arts subjects ........................................................................................ 3 Children at schools with a high proportion of FSM more affected .......................... 4 Children and young people’s access to cultural activities ........................................ 5 Patterns in GCSE entries ........................................................................................... 6 Teacher numbers ...................................................................................................... 8 Initial Teacher Education numbers ....................................................................... 8 Appendix A - Analysis of the DfE Impact of the English Baccalaureate research ..... 9 Appendix B - Patterns in GCSE entries .................................................................... 14 Numbers of GCSEs sat in arts subjects 2002-2012 ............................................. 14 Number of GCSE sat 2002-2012 in arts subjects as a % of pupil numbers ......... 17 Subject percentage of total number of GCSEs sat .............................................. 19 GCSE attempts by subject by type of school ...................................................... 21 Appendix C - Information from DATA on Design and Technology GCSE entry patterns. ................................................................................................................
  • The Assessment of Musical Attainment: Acquiring Cultural Capital And

    The Assessment of Musical Attainment: Acquiring Cultural Capital And

    The Assessment of Musical Attainment: Acquiring Cultural Capital and Building Learning Power in Instrumental Music Tuition A thesis submitted in partial fulfilment of the requirements of Nottingham Trent University for the degree of Doctor of Education June Bonfield-Brown November 2018 Copyright Statement This work is the intellectual property of the author. You may copy up to 5% of this work for private study, or personal, non-commercial research. Any re-use of the information contained within this document should be fully referenced, quoting the author, title, university, degree level and pagination. Queries or requests for any other use, or if a more substantial copy is required, should be directed to the owner of the Intellectual Property Rights. Abstract This thesis describes an action research project undertaken within a mass participation instrumental music programme situated in East London. This action research project aimed to improve the way in which instrumental music pupils are assessed through the use of the graded examination. It also intended to provide opportunities to gain social and cultural capital for children in East London that are available in more affluent areas of the United Kingdom. The action research methodology was employed over three cycles of research. The research involved six instrumental music teachers, including myself, as an active participant. Data was collected through focus group interviews and semi-structured interviews which were analysed using thematic and narrative analysis. Amongst the main findings of this thesis are the following: The current graded examination is unsuitable and inaccessible to children learning to play musical instruments in a group learning context.
  • RNCM Access and Participation Plan 2019-2020

    RNCM Access and Participation Plan 2019-2020

    2019/20 Access and Participation Plan The Royal Northern College of Music (RNCM) is one of the world’s leading conservatoires, Assessment fostering a culture of creativity, openness, exploration, individual development, and innovatory of current practice within music performance and research. Its vision is to redefine the conservatoire as a centre for artistic innovation and creativity, inspiring and empowering all of its students performance to excel, to reach out and transform the lives of others and to shape the music industry of the future. The College’s 2019/20 Access and Participation Plan sets out its approach to widening participation, to student access, success and progression, and to raising attainment in general to Higher Education, which is central to its overall mission. The RNCM has a total HE student population of 882 (2018/19), 58% of which are Home and EU undergraduates. In addition, the Junior RNCM has over 200 pre-HE learners, 55% of which are supported by bursaries from the Music and Dance Scheme or the College’s own bursary funds. On a yearly basis the College engages with over 7,000 community and school participants through its ambitious and innovative Learning and Participation Programme, while more than 85,000 people attend the institution each year as audience members across its three main public performance spaces. Last year the RNCM spent 36% of its higher fee income specifically on access and participation measures. The RNCM is committed to the development of the highest level of artistic practice and, as such, has one major criterion for entry to its programmes, namely, an appropriate level of musical talent and potential, as assessed at audition.
  • Downloaded From: Usage Rights: Creative Commons: Attribution-Noncommercial-No Deriva- Tive Works 4.0

    Downloaded From: Usage Rights: Creative Commons: Attribution-Noncommercial-No Deriva- Tive Works 4.0

    Matei, Raluca (2019) Better practice: health promotion in the music conser- vatoire. Doctoral thesis (PhD), Manchester Metropolitan University in collab- oration with The Royal Northern College of Music. Downloaded from: https://e-space.mmu.ac.uk/622806/ Usage rights: Creative Commons: Attribution-Noncommercial-No Deriva- tive Works 4.0 Please cite the published version https://e-space.mmu.ac.uk BETTER PRACTICE: HEALTH PROMOTION IN THE MUSIC CONSERVATOIRE Raluca Matei A thesis submitted in partial fulfilment of the requirements of Manchester Metropolitan University for the degree of Doctor of Philosophy ROYAL NORTHERN COLLEGE OF MUSIC AND MANCHESTER METROPOLITAN UNIVERSITY FEBRUARY 2019 Abstract This thesis addresses two main questions: 1) What can be learned from existing approaches to promoting musicians' health? 2) How can such approaches be adapted, applied and evaluated across educational and professional contexts in the UK and internationally? To answer the first question, literature reviews were conducted of interventions aimed at improving health education; preventing music performance anxiety (MPA) and performance-related musculoskeletal disorders (PRMDs); and conserving musicians’ hearing. A survey of European conservatoires was conducted to explore their provision of health education. A range of programmes was reported; they vary widely in focus, quality, and outcomes. Only 21 responses were received, so firm conclusions cannot be drawn, but guidelines on health education are clearly worth developing. A study of trends in students’ use of counselling at a UK music conservatoire showed year-on-year increases in sessions attended, primarily for issues related to self-esteem, relationships, academic concerns, loss, abuse and anxiety. To answer the second question, a compulsory health and wellbeing course for 103 first year students at the same conservatoire was designed on the basis of findings described above and in collaboration with members of Healthy Conservatoires.
  • Jennie Joy Porton Phd Thesis

    Jennie Joy Porton Phd Thesis

    Contemporary British Conservatoires and their Practices - Experiences from Alumni Perspectives Jennie Joy Porton In partial fulfilment of the requirements for the degree of Doctor of Philosophy in Music Royal Holloway, University of London January 2020 Declaration of Authorship I, Jennie Joy Porton, hereby declare that this thesis and the work presented in it is entirely my own. Where I have consulted the work of others, this is always clearly stated. Signed: Date: 23rd January 2020 Acknowledgements There are a number of special people to whom I owe my sincere and heartfelt thanks in the course of completing this research. Firstly, I must extend my overwhelming gratitude to my supervisor, Tina K. Ramnarine, who has been beside me and guiding me through this process for the past eight years, never faltering in her encouragement and patience. Secondly, I owe thanks to my advisor Mary Dullea, for her valuable support and comments. I also acknowledge the financial assistance I received from Royal Holloway University, courtesy of their College Research Scholarship. I would especially like to thank my parents for their never-ending love and faith in my working endeavours (and for that broken clarinet from the Camden Market antique shop, all those years ago!). Our beautiful Tessie, though you are gone, your quiet, unwavering strength remains and has become my foundation throughout these last eight years. Mike and Joy, you are and have always been my biggest inspirations, I count myself immeasurably lucky to be your sibling. And R.S.S., I am so grateful for the fun, laughter and love you have provided over the past three years as a welcome distraction from reading and writing! Finally, of course, my profound thanks go to all of the alumni who were involved in this study, I hope that I honour your voices in the pages that follow.
  • Conservatoires UK Biennial Conference 2019 Royal Conservatoire of Scotland, 100 Renfrew Street, Glasgow, G2 3DB

    Conservatoires UK Biennial Conference 2019 Royal Conservatoire of Scotland, 100 Renfrew Street, Glasgow, G2 3DB

    Conservatoires UK Biennial Conference 2019 Royal Conservatoire of Scotland, 100 Renfrew Street, Glasgow, G2 3DB PROGRAMME Thursday 10 October Conference Facilitator: Professor Stephen Broad, Director of Research and Knowledge Exchange, Royal Conservatoire of Scotland 12.00 Registration and Welcome Lunch 13.00 Opening Performance Welcome Professor Jeffrey Sharkey, Principal, Royal Conservatoire of Scotland SESSION 1 - INSPIRING THE LEARNER JOURNEY The arts across the UK aspires to be an inclusive and diverse gathering place which is encouraging of as many people, regardless of their background, getting involved. This session explores effective delivery of the commitment to fair access through exploring opportunities created by widening access and from developing new pathways of progression. Keynote Speaker Karen Watt, Chief Executive, Scottish Funding Council Dr Lois Fitch, Assistant Principal, and Helen McVey, Director of Business Development, Royal Conservatoire of Scotland Alison Mears, Director of Guildhall Young Artists and Safeguarding, and Katharine Lewis, Secretary & Dean of Students, Guildhall School of Music & Drama Panel Session and Q&A 14.45 Tea/Coffee and Networking 15.10 SESSION 2 - THE DIGITAL FUTURE This session will discuss how the technological revolution will impact on conservatoire students and how we as institutions can help prepare for their future careers. Keynote Speaker Chris van der Kuyl, Chairman, 4J Studios Q&A and Discussion 15.50 - 16.15 Tea/Coffee and Networking 16.15 SESSION 2 - THE DIGITAL FUTURE (CONTINUED) Virtual Conservatoire Project Virtual Conservatoire has been a collaborative project across Royal College of Music, Royal Academy of Music, and Conservatoire for Dance and Drama (Bristol Old Vic Theatre School, Central School of Ballet, LAMDA and RADA) which concluded in 2019.
  • Implementing the English Baccalaureate Government Consultation Response

    Implementing the English Baccalaureate Government Consultation Response

    Implementing the English Baccalaureate Government consultation response July 2017 Contents Foreword from the Secretary of State for Education 4 Introduction 6 Definition of the English Baccalaureate 6 Summary of responses received and the government’s response 8 Summary of the government response 8 Question analysis 11 Question 1: What factors do you consider should be taken into account in making decisions about which pupils should not be entered for the EBacc? 11 Government response 11 Question 2: Is there any other information that should be made available about schools’ performance in the EBacc? 13 Government response 13 Question 3: How should this policy apply to university technical colleges (UTCs), studio schools and further education colleges teaching key stage 4 pupils? 15 Government response 16 Question 4: What challenges have schools experienced in teacher recruitment to EBacc subjects? 17 Question 5: What strategies have schools found useful in attracting and retaining staff in these subjects? 17 Question 8: What additional central strategies would schools like to see in place for recruiting and training teachers in EBacc subjects? 17 Government response to questions 4, 5 and 8 18 Question 6: What approaches do schools intend to take to manage challenges relating to the teaching of EBacc subjects? 19 Question 7: Other than teacher recruitment, what other issues will schools need to consider when planning for increasing the number of pupils taking the EBacc? 20 Government response to questions 6 and 7 20 Question 9: Do you think that any of the proposals have the potential to have an impact, positive or negative, on specific pupils, in particular those with ‘relevant protected characteristics’? (The relevant protected characteristics are disability, gender reassignment, pregnancy and maternity, race, religion or belief, sex and sexual orientation).
  • Secondary Accountability Measures Guidance Feb 2020

    Secondary Accountability Measures Guidance Feb 2020

    Secondary accountability measures Guide for maintained secondary schools, academies and free schools February 2020 Contents Table of figures 5 Summary 6 Secondary accountability measures in 2019 6 Updates to the guidance in January 2020 7 Expiry or review date 8 Who is this guide for? 8 Secondary school performance measures 9 Progress 8 9 Pupils with extremely negative progress scores – change from 2018 and onwards 9 Percentage of pupils entering the English Baccalaureate 11 Percentage of pupils staying in education or going into employment after key stage 4 (pupil destinations) 11 Percentage of pupils achieving a grade 5 (strong pass) or above in English and maths 11 Attainment 8 12 English Baccalaureate average point score (APS) 12 Publication of key stage 4 secondary accountability measures 12 Schools that may benefit from support 13 Calculating Attainment 8 and Progress 8 14 Qualifications included in the measures 14 Maths qualifications 14 English qualifications 15 Qualifications in the English Baccalaureate (EBacc) subjects 15 Science and computer science qualifications 16 Qualifications in the ‘open’ element 16 Level 3 qualifications 17 Point scores 17 Discounting, pathway and first entry rules 18 Measurement of the progress of pupils with no key stage 2 test results. 18 Interpreting Progress 8 scores 19 Using performance data to predict individual pupils’ scores and sharing pupils’ progress data 19 2 Confidence intervals 20 Impact of the number of qualifications taken on a pupil’s Progress 8 score 20 Key stage 2 tests 21 Information
  • The Code of Fair Practice Agreed Between Composers, Publishers and Users of Printed Music

    The Code of Fair Practice Agreed Between Composers, Publishers and Users of Printed Music

    THE CODE OF FAIR PRACTICE AGREED BETWEEN COMPOSERS, PUBLISHERS AND USERS OF PRINTED MUSIC The Code of Fair Practice agreed between composers, publishers and users of printed music Revised edition April 2016 Published by the Music Publishers Association Ltd 8th Floor, Two Pancras Square, London N1C 4AG Tel: 020 3741 3800 Fax: 020 3741 3810 Email: [email protected] www.mpaonline.org.uk This document was drawn up by the Music Publishers Association with the support of the following organisations, who have agreed to accept its contents, and recommend its observance by all music users: ABRSM Association of British Choral Directors Association of British Orchestras British Dyslexia Association British Academy of Songwriters, Composers & Authors British Association of Symphonic Bands & Wind Ensembles British & International Federation of Festivals for Music, Dance & Speech Conservatoires UK Incorporated Society of Musicians International Association of Music Libraries (UK and Ireland Branch) Making Music Music Publishers Association Ltd (representing those publishers in Appendix B and on the MPA website) Musicians' Union Music Mark – The UK Association of Music Education National Association of Choirs National Operatic & Dramatic Association Royal Air Force Music Services Training Cell Royal College of Organists Royal Marines Band Service Royal Military School of Music, Kneller Hall Royal School of Church Music Schools Music Association Sing for Pleasure Trinity College London Tŷ Cerdd/Music Centre Wales (formerly the Welsh Amateur Music Federation) This Code does not apply to all music; in particular i. it cannot be used or applied UNLESS THE COPYRIGHT OWNER’S NAME IS LISTED IN APPENDIX B OR ON THE MPA WEBSITE; ii.
  • English Baccalaureate and Broadening the Curriculum Debate on 14 September 2017

    English Baccalaureate and Broadening the Curriculum Debate on 14 September 2017

    English Baccalaureate and Broadening the Curriculum Debate on 14 September 2017 Summary On 14 September 2017, the House of Lords is due to debate a motion, moved by Baroness Stedman-Scott (Conservative), that “this House takes note of the impact of the English Baccalaureate on the take-up of creative and technical subjects, and the case for broadening the curriculum to create a coherent and unified 14 to 19 phase”. This short briefing provides information on the introduction of the English Baccalaureate (EBacc) and recent reforms to technical education. It also provides a summary of the statistics on the take-up of different subjects by pupils. A selection of key documents is identified at the end of the briefing. English Baccalaureate The EBacc is a measure of the performance of pupils at Key Stage 4 (GCSE level). To achieve the EBacc, pupils must gain a C grade or above in the following five subjects: English; mathematics; either history or geography; the sciences; and a language.1 The Government has argued that the EBacc constitutes the core subjects of a rounded education, and that studying these subjects at GCSE, and then A-level, widens the opportunities for pupils trying to enter university.2 While take-up of the EBacc combination of subjects has increased gradually since its introduction, the EBacc is still entered by only a minority of pupils.3 In 2016, 36.8 percent of pupils in all schools did so.4 The equivalent figure for pupils in state-funded schools was 39.7 percent. In the same year, 23.1 percent of pupils in all schools achieved the EBacc, compared to 22.9 percent the previous year.5 Impact of the English Baccalaureate on GCSE Subject Groups The proportion of pupils taking individual EBacc subjects has for, the most part, increased over recent years.
  • Year 12 Performing Arts Applications

    Year 12 Performing Arts Applications

    Year 12 Performing Arts Applications Performing Arts courses are available in music, dance, acting and theatre/screen production to name but a few and unlike other subjects, applicants can apply to study through UCAS, UCAS Conservatoires or through direct applications to independent institutions. University, conservatoire and independent school courses can all lead to a Bachelor’s degree. As a general rule: Conservatoire/Independent courses place more emphasis on practical development with individual tuition and performance opportunities to help you towards a career in the creative arts. University courses focus more on academic study, for example, history, analysis, criticism, harmony and counterpoint, and the philosophy and psychology of the performing arts. This study can also be combined with other subjects to give a broad critical and theoretical education. Due to the multiple application opportunities it is essential that you research course content on individual institution websites and streamline applications to target those institutions you believe are most likely to offer you a place. Things to consider include: • Who are the tutors and are they experts in areas you want to gain experience in? • What’s the balance between practical training, lectures, seminars and performances? • What performance opportunities and masterclasses are available? • What professional and industry links does the institution have • What creative arts does the institution specialise in? • Can you get experience in or payment for public performances? • Check with the institution if you are not sure which courses you are qualified for. If there is uncertainty, apply for the highest-level course you are interested in and a final decision will be made at audition/interview Studying at a Conservatoire/Independent All courses have a strong vocational, performance orientation, and course structures are reflective of the industry.
  • England's Approach to School Performance Data – Lessons Learned

    England's Approach to School Performance Data – Lessons Learned

    By Martin Kaliszewski, Astrid Fieldsend and Tony McAleavy England’s approach to school performance data – lessons learned ENGLAND’S APPROACH TO SCHOOL PERFORMANCE DATA – LESSONS LEARNED England’s approach to school performance data – lessons learned Education Development Trust Highbridge House, 16–18 Duke Street, Reading, Berkshire RG1 4RU T +44 (0) 118 902 1000 E [email protected] W www.educationdevelopmenttrust.com 1 ENGLAND’S APPROACH TO SCHOOL PERFORMANCE DATA – LESSONS LEARNED © COPYRIGHT EDUCATION DEVELOPMENT TRUST 2017. THE VIEWS AND OPINIONS EXPRESSED IN THIS PUBLICATION ARE THOSE OF THE AUTHORS AND DO NOT NECESSARILY REPRESENT THE VIEWS OF EDUCATION DEVELOPMENT TRUST. ISBN 978-1-909437-93-7 2 ENGLAND’S APPROACH TO SCHOOL PERFORMANCE DATA – LESSONS LEARNED Contents Welcome to Education Development Trust 4 About the authors 5 Foreword 8 Chapter 1: Introduction 10 Chapter 2: The lessons learned 14 Lesson 1: The school accountability system in England benefits from a data infrastructure of national tests and information about pupil characteristics, supported by technology 15 Lesson 2: English experience demonstrates the risks of an over-simplistic approach to school performance data 20 Lesson 3: In England, there has been an important and lively debate about ‘value-added’ measures which take into account the starting points of pupils 22 Lesson 4: There is a need for a national accountability system that evolves over time 25 Lesson 5: Accountability measures have played a significant role in the development of