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