The KS4 Curriculum Aldercar Community Language College within the Ripley, Heanor

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The KS4 Curriculum Aldercar CommunityLanguage
Collegewithin the Ripley, Heanor
AldercarLearning Community
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Why develop Vocational Programmes? Good
KS2- 4CVA. HPSS. GCSE Above National/LA Av
Progression for students with different
aspirations and to address Sector Skills Gaps
Full-Time Education figures.
NEET figures LSC StAR
Total in Learning figures
Adults in H.E
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Post-16 Destinations Source Connexions
Adults in HE

• Category 2003
  2004
• DLA
  ACLC DLA ACLC
• Full Time Ed 67.5 49.5
  69 54.6
• NEET 9.1 9.3
  7.3 8.7
• Total in 87 84.1
  87.5 78.3
• Learning

2001 Census
6.7
Below 50 of the National Picture
Total in Learning is Full Time Ed, Employment
with Training, Training without Employment
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KS4 Curriculum 2001
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KS4 Curriculum 2006
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Courses and Levels
Health Social Care. Lvl 2 BTEC First
Certificate/Diploma Travel Tourism.
Lvl 2 OCR National Certificate Engineering.
Lvl12 EAL Certificate in
Engineering Construction Lvl 1
CG-CITB Building Craft Occs Performing Arts
Lvl 12 BTEC Intro/First Cert/Diploma
Electrical Engineering Lvl 2 EAL Cert
Engineering Electrical
Pipe-work plumbing Lvl 2
EAL Cert Engineering Pipe-work Painting
Decorating Lvl 1 CG Intro Cert Basic Cons
Skills Art Design Lvl 12 BTEC
Intro/First Cert/Diploma ICT
Lvl 2 Edexcel DIDA or OCR Nat
Cert Key Skills F.Sks Lvl 12 City
Guilds
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KS4 Timetable 2006/07
Periods 1 2 3 4
5 6 7 8 Thurs
Y10 RE PE ICT EXT Voc
Progs Twilights to
Y11 Voc Programmes
Core/Opts make up for



release Not Frid Y10
Voc Programmes Core/Opts
Thurs/Frid Y11 RE PE
ICT EXT Voc Progs Day release for
Y10/11 on YAP March Y10 to April Y11
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Questions and Issues
Staffing How do you find appropriate staff to
deliver the courses? How do you adapt the
existing workforce?
How do you appoint joint
staff?
Finance How do you finance the institution and
the partnership arrangements? What are the
sources of finance? How much
do you jointly contribute and individually draw
out of the pot?
Students How do you assess demand for new
courses? How do you get the right students on the
right courses? How do you
allocate places to each school? What has been the
impact on other courses? How do students feel
about moving to another school
to work? How do you support students in other
institutions? How do you
arrange reporting, attendance monitoring,
disciplinary issues etc? What collaborative
arrangements are made with
Special Schools?
Timetabling How does the delivery model work?
Are there common days? What is the impact on the
rest of the timetable?
Transport How does it operate? How is it
financed? Does it work and who is responsible?
Accountability How do you hold all the partners
to account? Do you ensure the arrangements are
legally binding? What
about a reluctant or less committed partner?
Is it all worthwhile? What have been the
benefits?
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Staffing

• Audit Quality staff with other
  experiences
• Match Experiences to vocational programmes
• Relate Specialisms to similar voc
  programmes
• Collaborate Use partners expertise/exchange
  expertise
• Recruit Tutors with voc competence and
  develop
• clear internal/external
  Q.A. systems
• Training In-house, awarding bodies, Derby
  University.

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Finance

• LSC
• College Budget
• Vocational Specialist status
• IFP
• Employers
• Proportion of AWPU
• Contribution to the LC pot

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Students
Area Prospectus VocationalWeek Options

• Tasters

I A G

• Screening

• Aptitude testing

• Interviews

• Induction

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How worthwhile is it?

• Students on vocational programmes
• Student vocational examination results
• Whole college GCSEs
• Whole college GCSEs including English and Maths
• Post-16 destinations
• Higher performing schools

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RHALC Student Vocational Numbers
of Cohorts

• 2003/4 4 Programmes Y1011 168 students
• 2004/5 8 programmes Y10
• 4 programmes Y11
  
• 2005/6 9 programmes Y10
• 8 programmes Y11
• 2006/7 12 programmes Y10
• 9 programmes Y11
• 2007/8 14 programmes Y10
• 12 programmes Y11

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270 students
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377 students
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602 students
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Total students for Y10 and Y11 cohorts combined
1552
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Students and their courses

Construction 2004-2006 L1 100 -15 students
Current Y11 15 students at 96
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Engineering L2 Y11 2006 - 83 27 students
Current Y11 L2 at 91 20 students
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Electrical Current Y11 L2- on 100 - 14
students Current Y10-15 students at 100
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Health Social Care L2 Y11 2006 100 DMP 35
students. Current Y11. L2 100 - 36 student
Includes 16 on YAP Y10 L2 100 - 40 students
Includes 19 on YAP C3 Average since 2003 is
96 DMP
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ACLC GCSE HIGHER GRADE RESULTS 1988 TO 2006
Includes 3 Students below P Levels Not
disapplied
SIX YEAR AVERAGE 1988 - 1993
SIX YEAR AVERAGE 1994 - 1999
SEVEN YEAR AVERAGE 2000 - 2006
70 60 50 40 30 20 10 0
59.46
35.05
21.55
60





National LA 461998 to 57/8 2006
A- C
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1988 1989 1990 1991 1992 1993
1994 1995 1996 1997 1998 1999
2000 2001 2002 2003 2004 2005
2006
YEAR
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GCSE Statistics5 A-C Including English and
Maths Source DfES Secondary School
Achievement and Attainment Tables 2006
50 40 30 20 10 0
England 3percentage points Derbys LA 3
percentage points ACLC 14 percentage
points
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42 24
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All KS4 Students apart from 3 who work at
or below P levels take a language a hard
GCSE? In 2006 61.5 achieved A-C in a
GCSE Language at ACLC. National average was 45
for all schools and 55 for Language Specialist
Schools.
2003 2004 2005
2006
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Post-16 Student Destinations 2 Source
Connexions

• 
  
  
  2003-06
• Category YEAR 2003
  2004 2005
  2006 Change
  
• DLA ACLC DLA
  ACLC DLA ACLC DLA ACLC
  D A
• Full Time Ed 67.5 49.5 69
  54.6 73 67 74 68
  6.5 18.5
• NEET 9.1 9.3 7.3
  8.7 4.2 7.1 4.8 4.3
  -4.3 -5.0
• Total in 87 84 87.5
  78.3 90.4 82.4 89 86
  2 2
• Learning

Total in Learning is Full Time Ed, Employment
with Training, Training without Employment
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Why re-model curriculum at Higher Performing
Schools? 11-18 school
Average of 232 students in each year cohort
Year on year 85 90 _at_ 5 A - C GCSE
First in LA at KS3 entry, end of KS3 and KS4
V good uptake in 6th Form, v good AS/A level
results and high progression onto Higher Education
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BUT School has broadened KS4 curriculum
Reasoning
10-15 of 232 is 23-35 students each year,
higher ability to learning difficulties
Some of 5 A-C have different aspirations and
change direction post 16
More appropriate to offer different pathways
from end of KS3 onwards than wait for post 16
opportunity
Sector Skills- Skills Gaps Construction,
Engineering, Health and Care opportunities for
students Post-16 curriculum to cover more level
3 vocational routes plus Specialised Diploma
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Thank you
Aldercar Community Language College Tel 01773
712477 E mail principalaclc_at_yahoo.co.uk