HERTFORDSHIRE CSF

1
HERTFORDSHIRE CSF

• 14-19 COLLABORATION
• COMMON TIMETABLING

2
CSF Strategic Plan 14 -19 Strategy

• 1.4.6 To support the planning and operation of
  common timetabling, and the management of
  collaborative groups of schools and colleges in
  post-16 education
• To assist groups in improving the strategic and
  operational management of the collaborative group
• To promote collaboration as part of the raising
  achievement agenda
• To improve access, participation and retention
• To broaden the range of opportunities for pupils

3
CSF Plan Intended Outcomes

• Provide training and workshops for senior
  managers on the strategic and operational aspects
  of collaboration
• Provide support visits to collaborative groups to
  develop their management arrangements
• Disseminate guidance and good practice for
  collaborative working via the web site

4
Common Timetabling for Collaboration 14-19

• The objectives for this session are
• to provide an overview of 14-19 collaborative
  developments
• to review the key aspects of timetable management
• to provide examples of collaborative partnership
  working 14-19
• to identify the challenges and issues for
  collaborative working
• to provide examples of curriculum models 14-19
• to share examples of good practice

5
Issues and Challenges

• Vision
• Policy
• Time
• Transport
• Curriculum - areas of learning
• Accommodation - specialist/general
• Staffing
• Specialisms
• Funding

6
Starting Point for a Collaborative Group Common
Timetable
7
Vision for 14 - 19 Phase

• Raise standards of attainment and increase
  participation post-16 learning
• Meet individual needs and aspirations
• Encourage lifelong learning
• Develop the whole person as a contributing
  citizen
• Develop skills for employability, bridge the
  skills gap, overcome social exclusion

8
Proposals to achieve 14-19 vision

• New statutory requirements to allow flexibility
• Further development of vocational pathways
• Reformed Modern apprenticeships
• Increased flexibility of place, pace and
  progression of learning
• Revised performance measures
• Development of collaborative networks

9
The emerging 14-19 Phase

• High quality qualifications in all pathways
• More individualised provision, matched to young
  peoples needs, strengths, interests and career
  aspirations
• Differentiated pace of progression into and
  through phase
• Building young peoples skills, their ability to
  think logically and creatively and their capacity
  for enterprise, innovation and contribution to
  their community
• Co-ordinated support and guidance 13-19

10
Collaboration Where is your partnership?
11
Why Collaborate?

• Collaboration arrangements broaden the curriculum
• In most cases they do economically
• The strength of consortia considerably out-way
  weaknesses
• Collaborative arrangements vary but most have
  clear benefits
• Consortium arrangements benefit individuals

12
Why Collaborate now?

• Greater collaboration needed to
• optimise the match to individual students
• ensure effective progression
• optimise the use of expertise and resources
• New planning framework for LSC reviews to ensure
• provision is well and strategically planned
• availability of wide choice post-14 opportunities
  encompassing different types of learning in an
  appropriate diversity of settings

13
Advantages of Collaboration

• For the partners
• improved retention
• broader curriculum offering
• protection of minor subjects/areas
• sharing expertise and knowledge
• reduced duplication
• economical provision
• increased planning stability
• cost effective provision

14
Advantages of Collaboration

• For the students
• broader curriculum choice
• wider range progression routes
• balanced and comprehensive information
• bridge between school - HE - training - work
• wider range of social contacts
• access to wider enrichment activities

15
Advantages of Collaboration

• For the staff
• opportunities to teach in a range of subjects at
  a higher level
• professional development through joint planning,
  working and preparation of teaching materials
  resources
• gain experience and share good practice
• cross institutional tutoring, guidance and
  mentoring opportunities
• minority/single teacher departments form network

16
Aspects of Collaboration

• Some success factors
• development of local culture and leadership
  (contribution to Diversity Pathfinder)
• opportunities for establishing co-ordinator or
  director
• transparent and equitable financing arrangements
• common systems and timetabling
• greater coherence and continuity
• quality assurance for teaching
• location and transport

17
A Curriculum for the 21st Century

• Which of the following are important in
  determining the for future 14-19 learning ?
• Knowledge academic - vocational - occupational
• Skills practical - craft - managerial
• Physical, Spiritual, Moral development
• Key Skills Communication, Application of
  Number, ICT
• Wider Key Skills Working with Others, Problem
  Solving, Improving Own Learning and Performance
• PHSE Personal, Social,Health, Sex, Drug Education

18
A Curriculum for the 21st Century

• Preparation for working life - work experience
• Financial literacy
• Citizenship
• Careers Education Guidance
• Enterprise and entrepreneurial skills
• Commercial skills - understanding business
• Thinking skills
• Problem Solving
• Economic- awareness and understanding
• What else?

19
A Context for the 14-19 Curriculum

• Pace - the rate at which young people learn
• Place - where young people learn
• Programme - what they are learning and why
• Progression - what are they learning for
• Performance - accrediting and measuring young
  peoples learning
• Partnership - who is involved in young peoples
  learning

20
Pace of Learning

• Understanding that all young people do not learn
  at same pace
• Some slower some faster
• Why age related qualifications?
• Take qualifications when ready
• Assessments as indicators
• Achievement and individual learner records

21
Place of Learning

• Thinking outside of traditional boxes
• Learning at
• home
• college
• work
• leisure
• Developing independent learners

22
Performance

• Recognising and accrediting all learning
• knowledge, skills, understanding
• attitudes and behaviours
• Credit based accumulation and transfer
• Unit based/modular curriculum
• Use of wider range of qualifications - do they
  all have to be externally assessed
• Progress file - learning frameworks

23
Progression

• What do we want our 14, 16, 19 year olds to know,
  be able to do and understand?
• The role of impartial guidance and support
• Meeting needs and aspirations of individuals -
  greater flexibility
• Choice of progression routes
• Flexibility to move between routes

24
Programmes

• Academic
• Vocational
• Work-based - occupational
• Combinations
• Work Related Learning
• learning about work
• learning for work
• learning through work
• Learning Apprenticeships - student and modern
• Learning and earning

25
Partnerships

• Schools - schools
• Schools - college
• College - college
• College - training providers
• Schools - training providers
• Schools - employers
• Schools - community
• On-site - Off-site - Distance Learner
• All of these
• Goal - to retain young people in Life Long
  Learning

26
Flexibility in the Secondary Curriculum

• What should/might be the starting point for
  curriculum design at 14 -19
• Subjects - knowledge?
• Skills?
• Qualifications?
• Progression Routes?
• Employment?
• Further and Higher Education?
• Independence?
• Life Long Learner?

27
QCA Guidance Flexibility in the Secondary
Curriculum

• Web site URL www.qca.org.uk/nq/framework/framework
  _ks4.asp
• Emphasis on each NC subject - allocation of more
  time to some subjects than others
• Organisation of learning within the curriculum-
  developing integrated or modular courses

28
QCA Guidance Flexibility in the Secondary
Curriculum

• Organisation of learning within key stage -
  teaching programme in shorter time or using
  concentrated blocks of time
• Completing programmes of study earlier - entering
  individuals or groups for GCSE during KS3 or Y10
• Determining teaching and learning approaches -
  using individualised learning packages varying
  time allocations to allow different learning
  styles for pupils of differing abilities
  vocational learning

29
QCA Guidance Flexibility in the Secondary
Curriculum

• Matching learning to pupils needs - using
  inclusion statement using programmes of study
  from other key stages introducing aspects of
  GCSE or GNVQ learning at KS3
• Choice of qualifications - matching learners
  needs to the range of approved qualifications
• Contexts for learning - offering courses in NC
  subjects at FE colleges vocational link courses
  and work experience

30
Collaborative Timetabling

• Length of Learning Year - Number of Weeks
• Terms
• How many?
• Start and end dates?
• Length of teaching/learning day
• start times
• end times
• break times
• Length of teaching/learning sessions
• Numbers of sessions per day
• Timetable cycle - Number of days, weeks per cycle?

31
Collaborative Timetabling

• What age range?
• post 16 only
• 14-19 ( Y10 -Y13)
• 13-19 (Y9 -19)
• What sort of Curriculum?
• statutory core
• statutory entitlement
• choice - options
• What programmes/courses?
• duration ( gt1, 1, 2, 3 or 4 years)
• unit based - modular

32
Collaborative Timetabling

• What are the progression routes?
• academic - general
• vocational - specialist
• occupational (related vocational)
• work-based
• Which qualifications?
• National Qualifications FrameworkSection 96
  www.dfes.gov.uk/section96
• levels - contribution to thresholds
• size - duration in learning hours
• pace
• options

33
(No Transcript)
34
Collaborative Timetabling

• Using the Full Qualifications Range
• Entry Level Awards - Certificates of Achievement
• GCSEs - Full and short course
• GNVQs and GCSEs in Vocational Subjects - BTECs
• NVQs or RVQs
• Other vocational qualifications
• Key Skills Qualifications
• Wider Key Skills
• 6-unit GNVQ/ACVE
• AS levels
• A levels/AVCEs

35
Collaborative Timetabling

• Flexibility in learning approaches
• lectures/demonstrations
• class/group
• tutorial - group/individual
• seminars
• e learning - web based, community, conferencing
• distance
• self-supported
• open learning - projects , problem solving
• work or training placement
• What other strategies might be used?

36
Collaborative Timetabling

• Accommodation - general and specialist
• Staffing knowledge and expertise
• Travel
• Group Size
• Assessments - accreditation
• Portfolios and profiles
• Resourcing for e and web based learning
• Supported self-study - independent learning
• Learning frameworks

37
Collaborative Timetabling

• Student Groupings
• Mixed ability - free choice
• Directed choice
• Setting
• Streaming
• Banding
• Blocking
• Project based
• Vertical grouping

38
Collaborative Timetabling

• Financial and Budget Considerations
• School size and capacity
• Contact ratio
• Staff loading
• PTR
• Class Size
• Teaching time
• Contracts
• Types of staff used
• Unit costs

39
Collaborative Timetabling

• Flexibility of Learning Strategies
• E learning
• Distance Learning
• Open Learning
• Additional non-taught sessions
• Tutorials
• Seminars
• Self-supported study
• What others are available?

40
Collaborative Timetabling

• Management Considerations
• Teacher training - vocational areas
• Institutional vs collaboration - benefits
• Protocols and working practices
• Diversity Pathfinder - 14-19 Initiatives
• Funding - course led or student led?
• Structures - policies, planning, meetings
• Student tracking
• Impartial student advice and guidance

41
Collaborative Timetabling

• Management Considerations
• Attendance/behaviour
• Staff development
• Role of 14-19 Co-ordinator - Timetablers
• Arbitrations and complaints
• Behaviour/discipline
• Performance measure
• Managing change from 16-19 to 14-19.

42
Practical Aspects of Collaboration

• Through e-Learning
• commercial providers/package or in-house
  development,
• e mail
• web casting
• voice mail
• video conferencing
• CD/DVD course development
• video streaming,
• network communities

43
Practical Aspects of Collaboration

• Through Staffing
• staff movement between institutions
• sharing teaching or responsible for all teaching
• shared staffing
• tutoring
• resource and materials sharing
• facilities sharing,
• joint planning and development
• assessment arrangements
• quality assurance procedures

44
Practical Aspects of Collaboration

• Through Activity
• Student movement from home base
• Common timetable
• common year
• common week(s)
• common days
• common sessions and option blocks
• common blocks of times
• common activity weeks
• Sharing enrichment and learning activities
• Shared work placements/work experience
• Careers education guidance

45
Collaborative Timetabling What should be the
starting point?

• The Young Person
• The school/college/community
• Skills and Economy
• National Priorities
• Higher Education
• Employers
• Local Priorities
• Institutional Priorities

46
Collaborative Timetabling What are the
priorities?

• A Common Vision for the partnership
• Aims
• Objectives
• Continuity and Progression - Routes
• Meeting Needs and Aspirations of Individuals
• Curriculum Models - whose choice?
• Increasing Range of Provision and Access
• Cost Effectiveness and Best Value

47
Common Timetabling Strategy

• Objective
• To support the planning and operation of common
  timetabling, and the management of collaborative
  groups of schools and colleges in post-16
  education
• Review of collaboration issues
• Consideration of future 14-19 developments
• Priorities for collaborative development
• Identify possible starting point(s)
• Student needs
• Curriculum (statutory and non statutory)
• Timetable Planning Framework
• Preparation and dissemination of guidance
• What works ?- good practice.