What will Progress 8 do for the creative subjects?


What will Progress 8 do for the creative subjects?

What will Progress 8 do for the creative subjects?

26.03.2015 by Dave Thomson

The changes made by the coalition government to secondary school accountability, such as the EBACC, the Wolf Review and Progress 8, have tended to be met by concern that ‘creative’ subjects will become marginalised as a result of schools placing greater emphasis on ‘academic’ subjects. In recent weeks, for example, the TES questioned whether creative subjects, such as art, design & technology and music, would be affected by the introduction of Progress 8.

There is no doubt that recent changes to the accountability regime have led to increases in entry rates in GCSEs in the EBACC subjects. Particularly since 2012, the first cohort to begin Key Stage 4 (year 10) under the coalition government, the percentage of pupils entering at least one full GCSE [1] (2 in science) in the EBACC subjects of geography, history, science and languages has risen. Nonetheless, entry rates in languages and science remain below 2005 levels.

Click here to read on on education datalab.

Ofsted Inspection… by @ASTSupportAAli


interesting blog post

NewToThePost

Wednesday the 28th and Thursday the 29th of January 2015. Two important days in my Senior Leadership career. These two days saw my school receive a full Section 5 Ofsted Inspection. In this short blog I would like to share some tips/observations and reflections about the inspection and its process both as a school and a member of SLT.

The call:

Tuesday, around 13.30pm, I was summoned by a frantic looking member of support staff to go to meet other SLT in our meeting room.

‘Where were you? I have been looking everywhere for you!’

My response’s tone couldn’t have been more opposite,

‘Hi, I have been running an annual review, as per my calendar. Why what’s the panic!?’

I replied with a beaming smile.

Usually what would have happened if somebody was searching for me is they would radio for me. If no luck, they would call my…

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A single GCSE for D&T – will it fly?


David and Torben for D&T

Design & technology (D&T) is a relative newcomer to the curriculum. Its roots which go back to the late 1800s can be found in the teaching of a variety of crafts very much on a gender biased basis – cooking and needlework for girls, metalwork and woodwork for boys. These roots are still having a deleterious effect on the subject in that they skew the way the subject is conceptualized to give a pre-eminence to the materials that students might use and the making skills required to manipulate these materials. It is not that materials and making are unimportant (quite the reverse) but rather that they need to be seen as part of the essential concepts (so called BIG ideas) that underpin and define the subject. It was this inappropriate focus on materials/skills and the lack of BIG ideas amongst other factors that led the National Curriculum Expert Panel…

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