multiple curriculum pathways that suit the needs of students rhys davies assistant principal...

MULTIPLE CURRICULUM PATHWAYS

THAT SUIT THE NEEDS OF STUDENTS

RHYS DAVIES

ASSISTANT PRINCIPAL

MACLEANS COLLEGE

Many schools run multiple pathways but these are usually

NCEAand

Vocational

Macleans has an integrated programme of 3 different pathways

SCHOOL PROFILE

Large roll – 2400 in 2006 Co educational and multicultural 35% New Zealand born 65% New immigrant

Asian Middle Eastern South African European

SCHOOL PROFILE

High Expectations Tertiary focused Traditional values Conservative Education Outcomes School of choice High performing

MULTIPLE PATHWAY RATIONALE

Catering for differing learning needs Catering for differing learning outcomes Choice International market Philosophical reasons We made decisions to suit the needs of

our students (and parents)

There is an endeavour to meet the different learning styles and learning needs of:-

Boys and GirlsDifferent NationalitiesPrior Learning Experiences

The focus is on keeping the best interests of the student to the fore.

CHOICE

There is a belief in giving students a choice if this can be delivered with quality. In this sense Macleans has a liberal view of curriculum

INTERNATIONAL MARKET

CIE can meet the International market in terms of:-

Student Background International student market For us this is largely from China, Korea, Malaysia

and more recently from Europe, There is a growing interest in International

Universities for both “International” and “local” students - in particular these are in Australia, USA, Britain and at “home”

EVOLUTION

The triggers:-

New Principal Introduction of NCEA Parent survey Change in nature of roll Educational concerns International focus

INVESTIGATION

Vocational models from other schools in NZ and overseas

Investigated IB provisions in NZ and overseas

Investigated “academies” Investigated A levels in Britain and CIE in

Singapore

STRUCTUREYEAR 9

YEAR 10

NCEA (I) YEAR 11 CIE

VOCATIONAL NCEA (II) YEAR 12

VOCATIONAL NCEA (III) YEAR 13

CIE

CIE

VOCATIONAL

There is now a clearly established third pathway for students who do not aspire to go to university

Courses are available in food, restaurant service, hairdressing, travel and tourism, automobile and building workshops

These are supported by Abridged English and Abridged Mathematics

NCEA

Key Decisions Each course to consist of

Traditional subjects24 credits5 subjectsAchievement standard based

NCEA EVOLUTION

Subsequent changes:- Reduction of credits at level 1 & 2 to 20 Allowance for some unit standards Opportunity for 4 subjects at level 3 Retain 24 credits at level 3 Focus on “excellence”

NCEA ASSESSMENT ISSUES

Fair, Valid and Consistent Concerns about staff and student

workloads Grappled with reassessment issues Currently:-

Little or no reassessmentEnsure readinessAllow “conferencing”

CIE COURSE CHARACTERISTICS

External Examinations Practical work in Science Speaking and listening tests in Languages Individual research Practical work in Art, Music, and

Technology New Zealand based syllabuses

CURRICULUM FACTS

International Curriculum accepted by all Universities throughout the world.

Content is International not British Equate to British A level standard, but

evidence suggest CIE is higher Regularly reviewed Local courses (AS Standard) based on old

bursary courses Qualifications are standards based

CIE LOCAL COURSES

These are courses offered by a centre that are not offered by CIE

In NZ these are organised through ACSNZ Courses include Latin, History of Art,

Drama, NZ History. Not possible to do at A2 Level Some become adopted by CIE as

numbers grow (e.g. Japanese, Classics)

AS AND A LEVEL

Is a university entrance qualification approved by NZVCC

Has staged assessments that can stand aloneAS – first half of course (Year 12)A2 – second half of course (Year 13)

AS is University Entrance standard Students do not have to study A2 level

courses

SUBJECT CHOICE

Over 50 subjects at IGCSE Over 60 subjects at AS and A level Local courses (NZ based)

TRAINING IGCSE Offered:-

By local subject associationsOn line through CIECourses at Auckland by CIE

AS/A2 offered:-On lineCourses at Auckland by CIE

Necessary within a school for internal components at AS/A2 level

Very highly regarded Supported by subject cluster groups

INTIATING CIE Overseas information Introduced IGCSE Mathematics for year 10 & year

11 and combined Science for year 11 in 2002. 2003

IGCSE for selected studentsAS for selected students

2004Open entry, in general for IGCSESelection on merit for ASIntroduced A2 (on merit)

INITIAL KEY CONSIDERATIONS IN “SELECTING” STUDENTS

Work habits Ability Satisfying tertiary entry requirements Meeting students aspirations and needs Capacity of school to resource Do not set students up for failure

GROWTH (NUMBERS) IGCSE AS* A2+

2003 126 (489) 78 (450) - 2004 206 (545) 196 (461) 45 (365) 2005 258 (503) 260 (515) 90 (360) 2006 337 (510) 307 (532) 142 (452)

* Indicates year 13 who are doing predominantly AS+ Those who are doing 2 or more A levels ( ) Size of cohort at July 1st

GROWTH (BY SUBJECT)

IGCSE AS A2 2003 10 14 - 2004 12 16 12 2005 16 20 15 2006 18 23 15

COURSE NOW

IGCSE Still 5 subjects Combined science has become Co-

ordinated Science “Science” will cease in 2007 Open entry

COURSE NOW

AS 4 subjects at 5 hours per week 5th subject on discretion 5th subject usually IGCSE or NCEA Entry dependent on IGCSE results Advice available and given High achieving students from NCEA

COURSE NOW

YEAR 13 4 courses of study Only most able to do 3 A levels (a few do 4) Focus is on breadth 6 (or7) subjects at U.E. standard is the goal As from 2007 special programmes for

scholarship

UNIVERSITY ENTRANCE

120 UCAS points (see next slide) Minimum of 3 x D at AS or A level Numeracy – D in IGCSE Mathematics Literacy – E in AS English Can mix and match each of the 3 criteria

UCAS TARIFF

AS A A 60 120 B 50 100 C 40 80 D 30 60 E 20 40

Note: 1. Overseas use different points system2. Can only count up to 6 subject units

U.E. PASS RATES (%)

Year 12 End Year 13

2003 55 -

2004 62 100

2005 70 97

TYPICAL COURSES (STUDENT A)

YEAR 12 YEAR 13

AS Mathematics B A2 Mathematics B

AS English Literature D

AS Biology D AS / A2 Biology D

AS Chemistry U AS Chemistry C

AS Geography D

TOTAL 230 POINTS

TYPICAL COURSES (STUDENT B)

YEAR 12 YEAR 13

AS Mathematics C

AS English Literature B A2 English Literature B

AS Economics B A2 Economics B

AS Business Studies B A2 Business Studies B

Level 2 Spanish 24 credits Level 3 Spanish 24 credits

TOTAL UCAS 300 POINTS

TYPICAL COURSES (STUDENT C)

YEAR 12 YEAR 13

A2 Mathematics C Scholarship

AS Chemistry C A2 Chemistry B

AS Biology B A2 Biology B

AS English Language D

IGCSE Physics A+ AS Physics B

TOTAL 280 POINTS

TYPICAL COURSES (STUDENT D)

YEAR 12 YEAR 13

AS English Literature A A2 English Literature A

AS Business Studies B A2 Business Studies B

AS History B AS English Language A

AS Economics C AS Computing C

TOTAL UCAS 330 POINTS

TYPICAL COURSES (STUDENT E)

YEAR 12 YEAR 13

AS Mathematics D

AS English Literature E AS Biology U

AS Physics U AS Physics D

AS Chemistry U AS Chemistry D

AS Computing E

TOTAL UCAS 130 POINTS

MIXING PATHWAYS

At year 11 probably acceptable At year 12 / 13 urge caution

If studying NCEA – then no mixingIf studying CIE – then no more than one

(often this is ESL)

Must have general university entry entirely in either CIE or NCEA

STAFFING

Existing staff trained Recruitment from overseas Feedback is that there is often greater

teaching satisfaction Teachers should be in both pathways

(ideally) Subject networking is critical

LEARNING STYLES Overseas students, both Internationals and

new immigrants relate to CIE because it :-Is internationalIs prescriptive in natureHas a status in their own countryOften has revision texts in their native

languageIs more structured in the way it is taughtIs consistent

LEARNING STYLES The prescriptive nature seems to have more relevance

to tertiary study for example:-A level Science are very similar to 1st year

universitySkills are placed in a more universal learning

contextAcknowledges success (in a more reliable way)Recognises excellence – A* IGCSE– A grades in AS and A level

LEARNING STYLES OF BOYS

If one compares the “pass rates” (50% + in CIE courses and A,M, or E in NCEA courses) A pattern emerges in our school.

Note:

For the purpose of this comparison a variation of more than 5% between boys and girls is considered significant

AT Year 11

In CIE, IGCSE girls outperformed boys in 2 subjects, whereas boys out performed the girls in one.

In NCEA level 1, girls outperformed the boys in 9 subjects, whereas boys outperformed the girls in one

AT YEAR 12

In CIE AS, Girls out performed boys in 6 subjects whereas boys out performed girls in 4 subjects

In NCEA level 2, girls out performed boys in 10 subjects, whereas boys out performed girls in 2 subjects

AT YEAR 13

In CIE A levels, girls out performed boys in 4 subjects

In NCEA level 3, girls out performed boys in 7 subjects and boys out performed girls in 5 subjects.

TIMETABLING

Pathways can be expensive in terms of timetabling. E.g. 85 students across 2 pathways may mean 4 classes – 2 in each pathway. Some courses can be “paired” in the timetable. (e.g. level 3 French and AS French, Classics)

RESOURCES

Science Equipment is no different, may even be less

demanding Textbooks are more expensive in New

Zealand, but in many subjects the books you have are adequate

There are initial costs in terms of planning time, but plenty of help through CIE office (Simon Higgins) & ACSNZ

Resourcing can be expensive but worthwhile.

PRACTICAL ASSESSMENTS

Some courses have optionsPractical examination, orAlternative to practical paper, orProject

At AS level Science practicals depend uponSpaceEquipmentGood technicians

REPORTING ASSESSMENTS

CIE is an assessment of learning. Like NCEA, different aspects and skills are

reported on. Unlike NCEA, a whole subject is reported

on in terms of a final grade reflecting a common course for all candidates

MARKS AND GRADES

IGCSE is graded – A*, A, B,C,D (over 50%), E,F, and G

AS and A are graded A,B,C,D (over 50%), E and ungraded

Individual course papers are graded Marks out of 100 are given

SAMPLE REPORTING – AS CHEMISTRY

PAPER WEIGHT % NATURE OF

ASSESSMENT GRADES

1 32 Critical Thinking (multichoice)

A-U

2 48 Extended answers (content)

A-U

3 20 Practical Skills A-U 100 Overall * A – U * An overall % is also released to the school

FLOW ON EFFECTS

The introduction of CIE, the training, the debate of assessment issues, and the resources available have improved the quality of teaching within all pathways

Has impacted on teaching and learning in junior school

BEST PRACTICE

All pathways allow us to focus on the school

wide objective of improving “Best Practice”

through:-Varieties of focusDevelopment of “units of work”Incorporating IT across the

curriculumApplication of thinking skills

OTHER MULTI-PATHAY PRACTICES

Many schools have a variety of vocational pathways

CIE and NCEA are taught together – both assessed

Streaming / Banding allows for CIE NCEA is the main teaching programme. CIE is

an extra taught at lunchtime, before or after school

CIE taught as a “course” offering 6-8 subjects Teach only say CIE Mathematics

OUR FUTURE DIRECTIONS Little expansion in numbers of subjects Possible retrenchment in “arts” No further expansion in ‘A’ Levels except for

Accounting Focus on scholarship as an alternative to full

CIE course at year 13. i.e. part CIE part scholarship

Continued explaining that CIE is for the average student – maintain an “open entry” policy

USEFUL CONTACTS

Ds@macleans.school.nzSimonhiggins@cie.org.nzDawn.jones@ags.school.nz

Websites

cie.org.uk

acsnz.org.nz