14-19 CURRICULUM AND QUALIFICATIONS REFORM

CES RESPONSE TO THE INTERIM REPORT (FEBRUARY 2004) OF THE WORKING GROUP ON 14-19 REFORM (THE TOMLINSON REPORT)
 
 
1 Analysis of proposals from the perspective of Catholic Education;
1.1 The CES welcomes the approach developed by the interim report and supports unreservedly the commitment to ensure that all young people are extended to the full of their potential. We recognise that the achievements of many young people nationally, at 16+ and at 19+, reveal starkly the current limitations of the existing curriculum models for 14-19 education. Evidence exists to show unduly high drop out rates currently of young people, post 16, achieving:

1. an average of “E” grades at GCSE when embarking upon a 1 year repeat programme
2. an average of “C/D” grades at GCSE when embarking upon year 1 of a 2 year Level 3 programme
3. an average of “C” grades at GCSE when embarking upon year 2 of a 2 year programme

which necessitates greater access to vocational modules at differing levels to reflect young peoples prior learning achievements. Some young people will need access to vocational routes at 14+, some at 16+, some at 18+ and some post first degree.

1.2 The approach developed within the report following the thorough analysis of the current limitations of the existing programmes generally offered in schools nationally offers a range of considerations for Catholic education. The Bishops and Trustees in each diocese, as providers of educational opportunity are responsible under their Trust Deeds to provide teaching and instruction in Religious Education. This remains their fundamental obligation. As a consequence at their Conference in April 2004, the Catholic Bishops of England and Wales restated their commitment to 14-19 education:

“We express our thanks to all who are dedicated to the work of Catholic education, especially in the 14-19 years. We are committed to promoting our secondary schools not only as centres of educational excellence but also as providing public space in which the language of faith is regularly used and the experience of faith is shared.”

1.3 Firstly, therefore, the CES needs urgently to understand why the interim report:

fails to explore the implications of moving religious education from core learning to main learning and how statutory obligations for religious education between 14-16 and 16-19 in schools will be met. There is no mention of the latter anywhere within the interim report;
does not acknowledge the role and contribution of the parent/guardian to the learning experiences of the young person.
makes no reference to how the 14-19 curriculum will foster pupils’ spiritual, moral, social and cultural development. This is one of only two aims of the National Curriculum.
These three areas need to be addressed immediately.

1.4 The flexible diploma model, by seeking to motivate the young person to work towards accreditation at differing levels through their selection of their own programmes in the pursuit of their own interests, and the disapplication of the National Curriculum, places significant demands upon:

The timetable options available, within the confines of the fixed budget
The curriculum balance achievable to cater both for the general educational needs, post 14+ and the vocational aspirations of some young people on roll
The required staffing profile available to the school or VI college, especially in relation to recent, relevant, vocational experience
The programme levels offered to reflect anticipated demand
The vocational options available in situ or through collaboration, and
The support systems required to maintain the Catholic ethos and traditions for the young person when educated off site/away from school for part of his/her programme post 14.
NB Extensive collaboration and partnership will be needed between schools and between schools and colleges. This will require the Catholic partner to be confident that such arrangements uphold the ethos of the school or college, and do not undermine the Catholic values of the institution. Establishing such relationships will take much time and resources.

1.5 As a consequence of the Trust Deeds in place across all dioceses, Catholic head teachers and VI Form College principals are accountable to their parent bodies to provide high quality education in a Catholic setting living the message of the Gospel. Education programmes delivered off site will necessitate more extensive chaplaincy provision and link support systems than are potentially available within the fixed budget of the smaller secondary school to ensure that these young people are educated according to the wishes of their parents.

1.6 Traditionally and currently many Catholic schools have sought to offer a rich and diverse environment for learning by providing an ethical education programme within a living cultural tradition which encourages reflection of life and society. These are essential features crucial for the health, not just the wealth, of our society. This must not be lost in the quest to supply vocational options in response to the recognised shortfall identified by the Working Group on 14-19 Reform. Curriculum balance must be sustained, lifelong learning must be encouraged to equip young people to respond to the vocational needs as their work obligations evolve and change.

1.7 Catholic sixth forms in response to the recommendations of the Interim Report will need to

provide for an appropriate range of open diplomas, at level 3 (the advanced diploma),
offer access to a range of specialist vocational diplomas, at level 3,
provide for the general and vocational needs of those young people who while 16+, remain focused upon achieving an intermediate open or vocational diploma at level 2, and
sustain and promote academic Religious Studies as a vital element for the formation of a theological literate Catholic community and as a source to sustain potential future RE teachers.
Such flexibility implies capacity resulting from sufficient student numbers and consequent budget levels. Smaller institutions will be placed under undue pressure. This could call into question viability and highlights the demand that will arise for new partnership working. We are aware that these proposals must not be looked at in isolation of the power now vested in LSCs for the provision and organisation of post 16 education.

1.8 Similarly at KS4, young people from 14+ will be working towards their appropriate diploma target culminating in recognition after one, two or three years. Curriculum and timetable flexibility will be essential along with efficient recording and tracking systems. Such flexibility again implies capacity resulting from sufficient student numbers and consequent budget levels. Smaller institutions could be placed under undue pressure. Such pressure could jeopardise the very choice and local availability of high quality education that the Government are seeking i.e. it could work against encouraging more young people to remain in education beyond 16 years.

1.9 The budgetary and potential staffing levels available to the school or college are currently linked directly to the student numbers and course programmes operating. It is unlikely that this direct link will be weakened to address the challenges which will confront the smaller secondary school. Many oversubscribed Catholic schools, which currently are recognised as successful as 4FE or 5FE 11-18 schools, could be exercised both financially and through staff flexibility when addressing the vocational avenues, in situ and through collaboration, now likely to be essential to reflect the needs and aspirations within the locality of young people of all abilities and aspirations. Their security as separate institutions may need review.

1.10 Collaboration will be essential to maintain an adequate diploma programme but Catholic schools will find that with their students from 14+ dissipated over other school or work-place locations, the Catholic dimension fundamental to the obligations of their Trust Deed and cherished by so many parents as well as the young people themselves may need to be addressed in new ways. While the community would support a student’s right to self-determination referenced in paragraph 119; effective learning is based on secure self-esteem.

1.11 The funding methodology operating by the local Learning and Skills Councils (LSC) reflect actual student numbers and target completion levels above a stated percentage for all post 16 course programmes. It must be presumed that such targets are set to ensure that young people receive appropriate guidance and counselling prior to embarking upon a course programme suitable to their needs and aspirations. Securing a young person’s growth and maturity within a supportive school environment which traditionally has been used to considerable effect can no longer be an option. Schools and colleges must seek to ensure that, within budget, appropriate programmes of study are available to reflect their student profile.

2 Concluding Reflections:

2.1 Foundation Governors of Catholic aided schools and Catholic Sixth Form Colleges have a legal obligation to provide a curriculum in line both with statutory requirements and the teaching of the Church. The suggested change to the balance of the secondary curriculum post-14 towards a purely functionalist model needs to be reviewed. While the dignity of work is important to any understanding of the human person, it is not an end in itself. Life-long learning is of greater import and value to the individual person than the economic needs of the present.

While the approach put forward within the Interim Report is welcomed, the vocational routes must be readily available from 14+.

The working group must address

how statutory obligations for religious education between 14-16 and 16-19 in schools will be met;
how the proposed 14-19 curriculum framework will foster pupils’ spiritual, moral, social and cultural development;
the role and contribution of the parent/guardian to the learning experiences of the young person;
the balance proposed for vocational based studies at the expense of wider educational experiences, and
the need for communities to know that their distinctive needs established in current Trust Deeds, e.g. re values and ethos, will continue to be met.
2.2 Similarly the working group is asked to examine how the essential collaboration post 14 can be achieved within existing financial parameters:

the monitoring systems essential to maintain student progress and achievement
the pastoral structures essential to maintain student motivation and commitment
the ethos and practices of the school, promoted so strongly by the Government as essential features required of all schools to aid the strengthening of secondary education
2.3 And finally the working group is invited to consider how the smaller yet currently successful school, often rurally based and within their restricted general holistic education focused brief, can be supported in the challenge to provide more fully for all young people regardless of their aspirations and interests.

Director and Chief Executive
Catholic Education Service

May 2004
 
 
Contact details:
Oona Stannard Tel: 020 7901 4880 Email: general@cesew.org.uk