Developing the 14 – 19 Curriculum Case Study
The Foundation learning programme was established at the College in the summer 2010,
following training from Southwark and the completion of the Foundation learning toolkit,
supported by The Learning and Skills Improvement Service. It was the first cohesive
provision for Foundation learners provided by the college and is a continually evolving
process.
Target Cohort:
Students who are unlikely to achieve C grades in the full range of GCSE courses offered at St
Michael’s but who may be capable of achieving grade C in English and Maths if they sit
fewer GCSEs; students with KS3 levels of 4 or below at the end of year 9. Within this, we
also look at students who are at risk of underachieving due to behavioural issues (given
patterns of behaviour at KS3) and those students for whom the traditional school curriculum
does not provide enough variety and interest and whose attendance is at risk of declining over
KS4.
Process:
Students are identified though consultation with the SEN and Inclusion department, the
Heads of Faculty and on the basis of their raw data. Parents are contacted and the programme
is explained to them fully. Where parents are agreeable, students are taken to the provider for
a taster day. Following this, parents and pupils are interviewed together before the final
decision is made. We have found this process of consultation essential to the success of the
programme – particularly ensuring the support and full understanding of parents/ carers.
The Programme:
Within the foundation learning programme for 2011 - 13 we offer:
GCSE English
GCSE Maths
GCSE RE
BTEC Science
ASDAN PSD and Functional Skills in English, Maths and ICT. These are studied within
school and, following evaluation from year 1, the students are timetabled to study their GCSE
subjects with the rest of the cohort to ensure that they are as integrated into the life of the
school as possible.
One day/ week students attend college for their vocational course. The particular provider
was chosen because it allowed students to choose from a range of subjects but still be
timetabled to attend on the same day. This has therefore enabled the school to provide
transition support for the first term in the form of being taken to college and supported there
by a TA.
The process of creating this programme has evolved. Review and evaluation after the first
year showed very strongly that students disliked being separate from their peers within school
– so we were able to adapt our provision to ensure that their core subjects were taught in
groups with the remainder of the cohort. The outcome of this was positive feedback from
both parents and pupils as well as improved progress in English and Maths (due to greater
engagement). BTEC science was also an addition for the new cohort and the department
reports greater engagement in lessons from this particular cohort.
The intended outcomes:
The intended outcomes are that students are supported to achieve as highly as possible in
their core subjects while also being prepared for a vocational pathway at the end of KS4.
Students remain on roll at St Michael’s and have no exclusions. Student attendance is at or
above national average throughout KS4, students enjoy and achieve and parents are fully
involved in the process and are able to support their children
Current outcomes for our year 11 at Southwark have been very positive – with attendance at
an well above the national average. There was a 66% pass rate for functional skills ICT at
level 1 and the students are now working towards level 2 for this and for English and Maths.
(At present 75% of the students have achieved level 2 in unit one of the English and we are
awaiting results for the remainder) They are at average progress to targets in their core
subjects.
Current year 10: at present attendance is above average and students again are making
average progress to targets .In addition, we were able to timetable additional ICT lessons to
support students through their OCR qualification. This means that by the end of this year
100% of these students will have 3 or more GCSES. All students on the programme are
coping with the workload of their GCSE courses too.
Further modifications to the programme are likely, as our cohort changes. We are
investigating the possibility of providing the ASDAN and Functional skills as a way of
reducing the GCSE load for our students, without requiring them to undertake a vocational
course.
Things that have worked well:
Consultation with parents and ensuring that students are fully aware of where they are
going and what they are studying
Providing support for students at the vocational provider – given the nature of the
foundation learners it has been invaluable to provide support for them at college – both in
terms of monitoring their attendance and punctuality at the college and in ensuring that their
vocational experience still feels a part of the whole educational experience that we provide
for them here at St Michael’s (the funding for part of this came from Southwark 14 – 19
partnership agreement)
Ensuring that students are taught with the main cohort of students as much as is
possible – this has been key to maintaining the motivation and commitment of the students
A small team: the natures of Functional skills and the ASDAN is that there are lots of
assessment points and chances to retake. Keeping on top of all the different dates and criteria
is challenging – a committed team of teachers who were able to take ownership of their
particular group and keep the coordinator updated has been invaluable.
Access to laptops for ASDAN and for the functional skills – was highly motivational.
Areas for Improvement:
The quality and regularity of communication between the provider and the school – in
particular the provider being able to provide monitoring information on students that goes
beyond attendance.
Laptops for all students (part of the bid but not yet purchased)
Student x case study (Current year 10);
Student x achieved Level 3a for English, 3b for maths and 3a for science at KS3 (There is no
KS2 data). On the reduced curriculum, the student is currently making good progress to
targets in their core subjects, while attendance remains well above national average. The
parents of this student are very happy with the provision and with the way that it has been
organised.
Student Y case study ( current year 11)
Achieved BBB at KS2, 3c for English, 3c for maths and 5b for science. The student during
the spring assessment was making good progress target - again particularly in the core
subjects and again, due to the lightened academic load. This student has also had attendance
at well above national average. This student required significant intervention in terms of
behaviour at KS3 and exhibited a substantial improvement throughout KS4.