FROM THE 1419 GREEN PAPER TO AN ENGLISH BACCALAUREATE SYSTEM

1
FROM THE 14-19 GREEN PAPER TO AN ENGLISH
BACCALAUREATE SYSTEM

• Dr Ken Spours
• Institute of Education
• University of London
• January 2003

2
THE CONTEXT OF THE 14-19 GREEN PAPER

• Government now prepared to address 14-19
• Flexibility approach needs a strong framework for
  coherence and equity
• Government has shifted position to long-term
  approach and working with the profession -
  towards an inclusive bac system
• Pressures for change - Green Paper heavily
  criticised by education profession and effects of
  A Level crisis
• Task groups to consider long-term approach

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SHORT-TERM APPROACHES - 2004/5

• More flexibility and choice in KS4 - English,
  Maths, Science, ICT are compulsory
• Also compulsory - citizenship, RE, sex-education,
  PE, careers education and work and enterprise
• Other subjects are an entitlement including
  literacy, numeracy and computer skills up to
  Level 2
• Flexibility in terms of age
• Individual learning plans and EMAs
• New GCSEs - 8 voc subjects and hybrid GCSEs
• 6-unit GNVQ retained until suitable alternatives
  are available
• Centrality of local collaboration particularly
  with employers
• Area inspections will be 14-19

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AN ENGLISH BAC SYSTEM TO RESOLVE SYSTEM PROBLEMS

• GCSE barrier - 50 feel a failure - need a
  multi-level system to promote progression
• Failure of Curriculum 2000 reform to promote
  breadth - need diploma to promote breadth and
  specialisation
• Low status VET - diploma for general education
  and vocational specialisation - the BTEC approach
• Lack of emphasis on quality of learning and
  learning skills - need to create learning space
• Framework for curriculum entitlement 14-19 to
  avoid new divisions
• Voluntarism - nothing binds stakeholders together
  - need a system of trust

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BUILDING ON THE STRENGTHS OF THE ENGLISH SYSTEM

• Englishness, policy memory and building on system
  strengths and teacher bottom-up innovation
• English unified reform tradition - TVEI and
  process-based learning, BTEC National, British
  Bac and 30 proposals for reform, modularisation
  and the best of C.2000
• English Bac System - mid-way between between A
  Levels and the IB inclusive five level approach
  core inspired by IB includes vocational routes
  as in France Sweden

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A UNIFIED ENGLISH BACCALAUREATE SYSTEMFROM 14

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ENGLISH BAC SYSTEM EXPLAINED

• Unified system of diplomas with prescribed
  volume, common core, common award outcome and
  common credit system
• Five level progression system leading to diplomas
  at four levels not tied to age - Entry,
  Foundation, Intermediate and Advanced
• Four types of diploma - one general and three
  specialist - each diploma spans two levels
• There are different personal routeways through
  the unified structure - learners can combine
  different levels
• Each diploma has a common core to promote
  learning skills, deepen breadth or broaden
  specialisation
• Diplomas comprise re-engineered qualifications
  blocks to create learning space
• Cores have three dimensions - a customised
  underpinning element (e.g. critical thinking
  wider key skills wider activities and
  research/personal challenge focus

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ASSESSMENT

• English Bac System aims to reduce assessment
  burden, enhance assessment for learning and
  increase the role of professional judgement
• Reduction in number of assessed subjects and
  units (e.g. in A1s and A2s)
• Less external assessment and more internal
  assessment
• Abandonment of NVQ assessment methodology in most
  aspects of the Bac system - indicative rather
  than coverage
• Specialist study replaces some course-work
• Vivas as one method of proving learner ownership
• Trilogy of assessment internal assessment
  moderation of specialist study viva external
  assessment institutional grade
• Reduced role of league tables and increased role
  of inspection

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KEY MILESTONES TOWARDS AN ENGLISH BAC SYSTEM

• Visionary, long-term, consensual and inclusive
  approach to reform
• An extended period of open and inclusive debate
  about the end-goal of reform and steps and stages
  towards it
• A commitment by Government to an English Bac
  System in the next election Manifesto
• Designing the architecture of the new system
  involving all stakeholders
• Establishing a programme of piloting of various
  aspects of the system and bottom-up innovation -
  the role of pathfinders
• Ensuring key shaping factors (e.g. performance
  tables) support the new system
• Creating the process of formative evaluation
  underpinned by research