GTC holds joint Key Stage 3 Review seminar with QCA

On Tuesday 6 December, the GTC and the Qualifications and Curriculum Authority (QCA) hosted a joint seminar to further inform and consult teachers on the Key Stage 3 Curriculum Review (23 Jan 2006).

In March 2005, as a result of the 14-19 White Paper, the QCA was asked to carry out a review of what pupils learn at Key Stage 3. The review seeks to reduce prescription and increase flexibility within the Key Stage 3 Curriculum, while ensuring a smooth transition from Primary School Key Stage 2, and providing a firm foundation for Key Stage 4, post-14 education.

The seminar was attended by a wide range of practising teachers, including members of the GTC networks and many subject and specialist associations. The experiences and expertise of the variety of teachers present were recognised and welcomed by the Chair, Sarah Stephens, GTC Director of Policy.

The day long seminar was composed of a mixture of talks and small group discussions. The first session gave an overview of the Key Stage 3 Review and focused on current issues. Following a presentation from Tina Isaacs, QCA, the meeting heard from a current teacher, Tom Hodkinson, Director of Key Stage 3 Student Learning at Park High School in Kings Lynn, who talked about how Key Stage 3 currently works in his school. He particularly highlighted the need for greater coherence across the curriculum, equality between subjects, and the need to better engage students at Key Stage 3 and ensure this is carried through to Key Stage 4.

The subsequent round table discussion gave teachers the opportunity to air their views and consider elements of the curriculum that work, and other elements that they would like to change. During the following plenary several issues were raised:

• It is important to understand the purpose of the curriculum and how it functions in practice.
• There is a lack of reliable pupil data at the Key Stage 2/Key Stage 3 transition point, which leads to uncertainty at the beginning of Key Stage 3.
• Overall transition from Key Stage 2 to Key Stage 3 and then on to Key Stage 4 is not always effective.
• There is a need for greater flexibility and adaptability in the curriculum, particularly in the teaching of pupils with SEN within mainstream schools.

The second presentation given by Mike Rumble from QCA progressed onto QCA’s proposals. It focused on the broader aims, values and purposes of the curriculum which have originated from the Curriculum Futures work. Teachers were asked to consider a set of aims and outcomes and if and how these could be embedded in the curriculum. Following time for discussion several points were made:

• The aims were received favourably, and delegates felt that they needed to apply to both the curriculum and assessment.
• There is a need for supporting materials to show how the aims could be embedded in and across the curriculum.
• Some felt that the aims should be more radical and forward thinking.

The afternoon session moved onto QCA’s work on the development of a skills framework. Kate Moorse introduced the consultation which was being conducted by QCA on a framework for learning and thinking skills for 11-19 year olds in parallel with the Key Stage 3 Review. The teachers present were divided into small groups and asked to consider and comment on the skill sets devised by QCA. Several points were raised during the subsequent plenary:

• Many of these skills are already taught but they need to be better integrated into the curriculum.
• If pupils are to understand the skills framework they need to be presented in clearer, pupil friendly language.
• Some were concerned by the perceived focus on employability within the skill sets.
• The skills need to be embedded across the curriculum and not just seen as an add-on. This would be aided by coherence between a school’s academic and pastoral system.

The final presentation of the day, given by Jeremy Tafler, QCA, considered the curriculum and assessment work done so far and the responses that QCA have received to the consultation. During the subsequent discussion attendees were asked to particularly consider what support is needed for teacher assessment. In the following plenary several points were made:

• For effective teacher assessment, more CPD for teachers and better moderation processes are needed.
• Frequently it is only the end product which is assessed and the process and effort involved is seldom reported on.
• There is a need to consider the expectations of assessment alongside the needs of the individual child. For example some pupils, with particular consideration to SEN pupils, may be making progress but it is not obvious under current assessment arrangements. Pupils need to be encouraged to see their own success.

The day concluded with Colin Taylor, the headteacher at Oakmeed Community College, who provided an overview of the day’s proposals and how these might work in his school. He commented that achievement has now plateaued and a new way of doing things, a new Key Stage 3 is essential. It is important that Key Stage 3 should not be considered in isolation, as transition between stages and progression are key issues.

He felt that it should be made clearer that, while the timetable and school organisation often constrains what schools would like to do, the prescribed curriculum can be delivered in an alternative way. Consideration should be given to assessment and its purposes. Teaching to the test is not helpful, and current practice is failing many children.

Colin concluded by saying that schools need to be able to take risks and work outside the box, but are presently constrained by league tables.