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BBC News: Education
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Department for Education
It has been a pleasure to work with the Association of Schools and College Leaders (ASCL) over the years as Minister of State for Education. I would like to take this opportunity to thank Malcolm Trobe for all of the work he did as interim General Secretary, and Deputy General Secretary before that. It has been a pleasure to work with him and I look forward to working with Geoff Barton in the years ahead.
The way the curriculum is discussed in this country has changed dramatically over the last 10 years. In 2007, the previous government launched a national curriculum that had been stripped of knowledge content in favour of skills.
‘Could do Better’ – a review of the then National Curriculum carried out by Tim Oates in 2010 – found that the National Curriculum for England had been subjected to a protracted process of revision, with the 2007 reforms failing to adequately draw from emerging analysis of high-performing systems around the globe.
A change of government in 2010 prevented the Independent Review of the Primary Curriculum recommendations being brought in. This review argued that the primary national curriculum should place less emphasis on subject areas and a greater emphasis on so-called areas of learning and development:personal, social and emotional development communication, language and literacy problem solving, reasoning and numeracy knowledge and understanding of the world physical development creative development
This review of the primary curriculum drew on the example of Finland – still the doyenne of the international education circuit – which had moved away from emphasising knowledge just at the time it reached the summit of the international education league tables. The review described the Finnish position as follows:
Core content is described as activities and skills, rather than detailed subject-based content. This places the onus on the municipality, and more importantly on the school, to develop their curriculum to meet learners’ needs as well as national expectations.
The Finnish curriculum also had seven cross-curricula themes:growth as a person cultural identity and internationalism media, skills and communication participatory citizenship and entrepreneurship responsibility for the environment, well-being and a sustainable future safety and traffic technology and the individual
The review drew on numerous other international examples of countries that have moved away from a traditional focus on knowledge and towards generic, cross-cutting skills. The romantic notion that teachers need not focus on knowledge and instead turn their attention to developing creativity or communication skills has gripped many countries around the world.
But as Gabriel Sahlgren argued in Real Finnish Lessons, Finland’s success – often a catalyst for skills-focused education reforms in other countries – is probably not explained by their more recent curriculum changes. These changes have been wrongly credited with education success, which is more likely to be due to Finland’s traditional educational culture until that point at about the turn of the millennium when it changed.
Instead, Sahlgren argues persuasively that Finland’s recent fall in performance – albeit from a very substantial height – is due to a movement away from this culture. In particular, the teacher-centred educational culture is being replaced by more pupil-led ways of working.
Thanks to the result of the 2010 general election, the English education system did not undergo further skills-focused reforms. Thanks to the work of Tim Oates and others, the new National Curriculum put knowledge back at the centre of schooling.
And knowledge is – rightly – back at the heart of discussions about the curriculum. ‘The Question of Knowledge’ is an important pamphlet, making the case for a knowledge-rich curriculum with essays written by leading experts and headteachers. It is a significant contribution to our national education conversation.
In her foreword, Leora Cruddas describes the importance of E. D. Hirsch – someone who has deeply influenced my thinking on education:
The influence of E. D. Hirsch on educational thinking has been profound. At its heart is the idea that returning to a traditional, academic curriculum built on shared knowledge is the best way to achieve social justice in society. His work has also encouraged schools to focus on the concept of building cultural capital as a way to close the attainment gap.
A knowledge-based curriculum is too often tarred by opponents as entrenching social divisions, whereas a well taught knowledge-rich education is a driver of true meritocracy – as the headteachers who contributed to this pamphlet well know.
Dame Rachel De Souza – of the Parent and Teachers for Excellence (PTE) and the Inspiration Trust – understands the importance of knowledge as well as anyone:
Knowing those things – and not just recalling the bald facts but deeply understanding them – gives you an upper hand. It gives you the confidence to discuss a wide range of live topics with those around you, it gives you social status. It makes you part of the club that runs the world, and the inside track to change it.
And the pendulum swing towards knowledge and away from skills that has taken place over the past few years has been profound.
Academies and free schools have control over the curriculum they teach, and with the National Curriculum setting the standard high, innovative schools led by exceptional head teachers have developed world-class curricula. But shifting a school’s focus towards a knowledge-based curriculum is not a short-term commitment, as Stuart Lock – the newly appointed headteacher of Bedford Free School – explains:
I think there is a real danger that developing a knowledge-based curriculum might be seen as “done” after a year or two. In reality, we are just over one year into a long-term job. There is no moving on to another initiative; we are playing the long game. This is what is important in schools, and hence is our continued focus for development over the next few years. Everything is subservient to curricular questions. So pedagogy, assessment, tracking and qualifications must lead on from us developing further our understanding of what makes a pupil knowledgeable, and ensuring we get as close to that understanding as possible.
This view is shared by Luke Sparkes and Jenny Thompson of Dixons Trinity Academy, which achieved outstanding results this year. Their excellent free school serves a disadvantaged community in Bradford, and is one of a number of high performing free schools and academies that demonstrate that a stretching, knowledge-rich curriculum, a sensible approach to behaviour and evidence-informed teaching result in exceptional results for all pupils.
High performing free schools and academies are providing empirical evidence of what it is possible to achieve when teachers and headteachers – given freedom to innovate with their curriculum – pursue an evidence-based approach. The exceptional results achieved by schools such as King Solomon Academy, Mossbourne Community Academy and Harris Academy Battersea demonstrate that disadvantage need be no barrier to achieving academic excellence.
But the excuse-making has shifted. Increasingly, there is a chorus of nay-sayers who claim that only schools in London or the south east can achieve top results. Dixons Trinity Academy – along with the likes of the Tauheedul Education Trust – shows conclusively that geography need be no barrier to academic achievement.
According to Luke Sparkes and Jenny Thompson, the secret to success isn’t the socio-economic make up of your cohort or the location of your school. For them:
A knowledge-based curriculum is about harnessing the power of cognitive science, identifying each marginal gain and acting upon it; having the humility to keep refining schemes of work, long term plans and generating better assessments.
Unlike the easy-sounding promise of generic skills, there is no doubt that developing a knowledge-rich curriculum is hard. But, unlike a skills-based curriculum, the rewards are worth it.
The West London Free School – run by Hywel Jones – is determined to provide a classical liberal education for all of its pupils. Too often, when considering what comprises a knowledge-rich curriculum, the arts are not given the prominence they deserve.
In tired arguments against the English Baccalaureate, opponents of the policy sometimes characterise proponents of a knowledge-rich curriculum as opposing the development of human creativity and appreciation of the arts. Nothing could be further from the truth.
Analysis published earlier this year by the Department for Education showed that there is little correlation between the change in EBacc entry and the change in arts uptake in state-funded mainstream schools. The small correlation that does exist suggests that schools where EBacc entry has increased tend to have also seen an increase in their arts uptake.
In an earlier NSN report showing the same trends, the Culture Minister Matt Hancock and I wrote that there should be no battle between the arts and other subjects, but instead a battle for stronger, better, well-rounded education.
I am clear that the arts are a vital component of every pupil’s education. Arts and culture are part of the fabric of our society and the government firmly believes that every child should be taught a high-quality arts curriculum.
At Hywel’s school, music has pride of place in the curriculum – a school in which the vast majority of pupils are entered for the EBacc suite of core academic subjects. That is because music – along with other important arts subjects – has an important role to play in ensuring that pupils leave school with the cultural literacy they will need. And cultural literacy is a vital goal of a knowledge-rich curriculum, as Hywel explains in his essay:
We want children to leave our school with the confidence that comes from possessing a store of essential knowledge and the skills to use it. We believe that independence of mind, not compliance with socio-economic expectations, is the goal of a good education. We believe the main focus of our curriculum should be on that common body of knowledge that, until recently, all schools were expected to teach. This is the background knowledge taken for granted by writers who address the intellectually engaged layman – the shared frames of reference for public discourse in modern liberal democracies. Sometimes referred to as “intellectual capital”, at other times as “cultural literacy”, this storehouse of general knowledge will enable all our pupils to grow to their full stature. Passing on this knowledge, as well as the ability to use it wisely, is what we mean by a classical liberal education.
The implementation of a core-academic curriculum currently occupies less bandwidth in our national conversation, but it is no less important. And the deep subject knowledge of teachers is vital to the successful delivery of the curriculum, as Ian Baukham made clear in his excellence review of modern foreign language pedagogy for the Teaching Schools Council.
In his essay for ‘The Question of Knowledge’ he expertly dissects the key relationship between a teacher’s subject and curriculum knowledge, and their appropriate choice of pedagogy. He writes:
The core knowledge pertaining to a foreign language when learnt by a novice consists of vocabulary (words, the lexis), grammar (the rules, syntax, morphology) and pronunciation and its link to the written form (phonics, phoneme-grapheme correspondences). It is essential that language teachers understand this and that their curriculum planning must sequence the teaching of this knowledge and its practice to automaticity in structured but decreasingly scaffolded contexts.
He also adds an excellent critique of the dominant pedagogical approaches that grip far too many modern foreign language classrooms in our country:
The modern languages equivalent of ‘discovery learning’ or ‘child centred’ approaches, which we now understand to be not only time inefficient but also unfairly to disadvantage those pupils with least educational capital, is a ‘natural acquisition’ approach to language learning. A ‘natural acquisition’ approach emphasises pupil exposure to the language, exaggerates the role of ‘authentic resources’ at the expense of properly constructed practice or selected material, and tends to favour pupils spotting grammatical patterns for themselves rather than being explicitly taught them. It tends to emphasise the ‘skills’ of linguistic communication, listening, reading, speaking and writing, over the ‘knowledge’ which is a prerequisite for these skills (grammar, vocabulary and phonics), and it often turns the skills into the content leading to an ill-conceived curriculum. Moreover, it tends to plan courses around thematic topics (so holidays, the environment and so on) and in so doing to de-emphasise grammatical progression towards a coherent whole picture, as in such a schema grammar is secondary to the ‘topic’ so is introduced in small disconnected chunks as pertaining to the thematic topic.
Again, this critique returns to the core purpose of the movement for a core academic curriculum for all, embodied by this pamphlet. The driving motive behind the reforms the government has embarked upon since 2010 is shared by this teacher-led movement; the desire for every child in this country to receive a world-class education that equips them with the knowledge they need, taught to them by expert teachers, using evidence-based approaches to teaching.
It is a simple aim, but realising this ambition requires and will require great effort and our continued joint endeavour. I want to take this opportunity to thank everyone who is here and everyone who contributes each and every day to this movement. Together, we are changing this country’s education system for the better.Guidance: School capital funding allocations
Updated: Added information about 2018 to 2019 school condition funding and the healthy pupils capital fund.
Details of school capital funding allocations for:local authorities and local-authority-maintained schools local voluntary-aided bodies and voluntary-aided schools (schools whose governing bodies employ the staff and have primary responsibility for admission arrangements, and whose land and buildings are normally owned by a charitable foundation; voluntary-aided bodies can include dioceses and individual faith and non-faith voluntary-aided schools) academies and large multi-academy trusts and sponsors sixth-form colleges special schools not maintained by the local authority specialist post-16 institutions
We are rolling forward our existing funding approach for the financial year 2018 to 2019, with no changes to the methodology used in 2017 to 2018. This will provide stability for schools while we review our approach for 2019 to 2020 and beyond. We will work with the sector on this review, and set out longer-term proposals for investment in the maintenance and regeneration of the schools estate in early 2018.
‘School condition allocations and devolved formula capital: updated for 2017 to 2018’ gives:2017 to 2018 school condition allocation amounts for organisations responsible for one or more schools, such as: local authorities voluntary-aided bodies multi-academy trusts and sponsors 2017 to 2018 devolved formula capital amounts for individual institutions
Both school condition allocations and devolved formula capital are for capital expenditure (buying or improving long-term assets, such as equipment or buildings).
‘Condition Funding Methodology for 2018 to 2019’ explains how we are rolling forward the existing condition allocations methodology for the 2018 to 2019 financial year.
‘Condition funding methodology for 2015 to 2018: updated explanatory note’ explains how we calculated these previous years’ allocations.
Healthy pupils capital funding is for improving access to facilities for physical activity, healthy eating, mental health and wellbeing and medical conditions (such as kitchens, dining facilities, changing rooms, playgrounds and sports facilities).
For 2018 to 2019, responsible bodies that:receive school condition allocations will receive a direct allocation from the healthy pupils capital fund in addition to the school condition allocations are eligible to bid for condition improvement funding will also be eligible to bid for the healthy pupils capital funding via the Condition Improvement Fund
The ‘Condition funding allocations: quality assurance note’:explains the quality assurance processes we followed to calculate the allocations shows how these processes meet the guidelines in the Aqua Book guidance on quality assurance of government models
School condition allocation funding for:local authorities is paid under Section 31 of the Local Government Act 2003 - it is not ring-fenced or time-bound, but it is for capital expenditure only multi-academy trusts is subject to conditions that trusts must sign and return in order to receive payment non-maintained special schools, special post-16 institutions and voluntary-aided bodies is for capital expenditure
Devolved formula capital is intended for use by the individual institution that attracts the funding, and is for capital expenditure only. Institutions should spend their DFC within 3 financial years, including the year it is paid.
More information about school condition funding is available.Guidance: Further education initial teacher training bursary: 2017 to 2018
The information applies to trainees starting in the academic year 2017 to 2018 only. It includes:further education training bursary rates qualifying subjects associated degree classifications
Providers should also see Mathematics subject knowledge enhancement guide: 2017 to 2018.Guidance: Mathematics subject knowledge enhancement guide: 2017 to 2018
The guidance explains what subject knowledge enhancement is, how to apply, who can benefit from it, and how providers will deliver the programme.
Subject knowledge enhancement programmes:help applicants gain the depth of subject knowledge needed to train and teach their chosen subject only apply to mathematics are only for pre-service, post-graduate programmes specifically support programmes which allow trainees to teach maths to GCSE and level 3 Guidance: National funding formula tables for schools and high needs
Updated: Added a link to how schools and local authorities can find and interpret their allocation data.
These tables are mainly for schools and local authorities. They cover the national funding formulae allocations.
The ‘NFF summary table’ sets out the combined effect of all the formulae at local authority level.
The ‘Impact of the schools NFF’ table sets out notional school-level allocations for 2018 to 2019, and illustrative school-level allocations for 2019 to 2020. Local authorities will continue set a local formula to distribute funding to schools in their area. This means schools’ actual funding may be different to the amounts shown in these tables.
The ‘Impact of the high needs NFF’ table sets out local authority provisional high needs allocations for 2018 to 2019 and illustrative high needs allocations for 2019 to 2020. This table also explains how we have calculated the allocations.
The ‘Impact of the central school services block NFF’ table sets out local authority provisional central school services allocations for 2018 to 2019, and illustrative allocations for 2019 to 2020. This table also explains how we have calculated the allocations.
High needs funding is funding for children and young people with special educational needs or disabilities who need extra support at school, college or alternative provision settings. Alternative provision settings are for children who can’t go to a mainstream school.
The central school services block is funding that local authorities use to provide services for all schools.
The ‘Schools block: technical note’ explains how the local-authority-level schools block funding have been calculated.
The ‘High needs: technical note’ explains how the local authority high-needs, 2018 to 2019 provisional allocations and the 2019 to 2020 illustrative allocations were calculated.
The ‘Central school services block: technical note’ explains how local authority 2018 to 2019 actual funding rates and provisional funding allocations have been calculated.
Schools and local authorities can read our guidance on finding the allocations on COLLECT and how we calculate them.
See also:national funding formula for schools and high needs: policy paper national funding formula for schools and high needs: equalities impact assessment high needs funding reform consultation (stage 1) high needs national funding formula consultation (stage 2) schools national funding formula consultation (stage 1) schools national funding formula consultation (stage 2) Guidance: National funding formula: how to interpret the allocation data
This guide will help schools and local authorities to understand the national funding formula allocations.
It includes information on:accessing your NFF allocation on COLLECT accessing data about pupil characteristics minimum funding per pupil
Read also information about the national funding formula tables for schools and high-needs that shows provisional allocations for the schools, high-needs and central school services blocks and how the data is calculated.
COLLECT is the Department for Education’s centralised data collection and management system.News story: Hundreds of pupils on track towards fluency in Mandarin
Almost 400 pupils from 14 schools across England have been praised by Nick Gibb for their progress in learning Mandarin, as part of a pilot programme to help them get ahead in the global jobs market.
The Mandarin Excellence Programme, delivered by the UCL Institute of Education in partnership with the British Council, aims to have at least 5,000 pupils in England on track towards fluency in Mandarin Chinese by 2020.
The first cohort of children have completed the first year of the programme and over 380 pupils achieved more than 80% in specially-created tests in reading, writing, listening and speaking, demonstrating their quick progress and commitment.
This year, an additional 23 schools throughout England have entered into the Mandarin Excellence Programme, meaning hundreds more pupils will soon have the opportunity to learn this advanced skill.
School Standards Minister Nick Gibb said:
Mandarin Chinese is an important language to learn in our globally competitive economy. I am pleased that this programme is continuing to grow, allowing more pupils to be taught Mandarin at an advanced level. I would like to congratulate the first cohort of students on their success. They have achieved some excellent results thanks to their hard work and dedication. This will give them a significant advantage when competing in the global jobs market, and is particularly important as we prepare to leave the European Union.
Pupils on the programme spend an average of eight hours per week studying the language.
In addition to improving students’ fluency in the language, the UCL Institute of Education, in collaboration with other providers, aims to have trained at least 100 new qualified Chinese teachers by the end of the programme.
Katharine Carruthers, Director of the UCL Institute Of Education (IOE) Confucius Institute, who deliver the training, said:
The progress that learners have made after their first year participating in the Mandarin Excellence Programme is exceptional. The test results from the end of year one of the programme demonstrate the success and the impact that it is having. This year we are delighted to welcome additional schools joining the programme which will ensure that more than 1,000 new learners across the country are given the opportunity to learn Chinese to such an advanced level.
Mark Herbert, Head of Schools Programmes at the British Council said:
Mandarin Chinese is one of the languages that matters most to the UK’s prosperity – and its importance is only likely to increase as the UK repositions itself on the world stage.
If the UK is to remain globally competitive, we need far more young people leaving school with a good grasp of Mandarin in order to successfully work abroad or for businesses here in the UK. More than that, learning Mandarin is a fascinating process which creates a connection to the amazing Chinese culture and over a billion Chinese speakers globally.
State schools in England can apply to join the Mandarin Excellence Programme from 2018 with funding available to support successful delivery. As part of the programme, some pupils will have the chance to go to China from summer 2018.
More information about the programme and how to get involved can be found here.News story: New route into classroom for aspiring teachers
A new postgraduate teaching apprenticeship to offer talented graduates an alternative route into the profession has been announced today (19 October) by Education Secretary Justine Greening.
Developed in partnership with the sector, the new apprenticeship will provide hands-on experience for new recruits and a chance to learn from excellent, experienced teachers during training, as well as the incentive of potential employment as a qualified teacher at the end of the apprenticeship course.
The apprenticeship, which launches in September 2018, will mirror the entry criteria and high-quality course content currently required of all other teacher trainees and will give schools across the country the opportunity to use the apprenticeship to recruit and train new teachers in-house.
Education Secretary, Justine Greening, said:
Getting the best people to train as teachers and into our classrooms is a crucial part of giving every child the high quality education deserve. This new route will provide another pathway for talented graduates into a profession that will give them the chance to change lives for the better on a daily basis.
The new teaching apprenticeship will run in parallel with School Direct Salaried (SDS) training in 2018 that already allows graduates to train while on the job. All apprentices will be paid as unqualified teachers.
Schools who are not eligible for the apprenticeship levy, or who require additional funds, will receive government funding to cover up to 90 per cent of training costs.
CEO of South Farnham School Educational Trust, Sir Andrew Carter, said:
The postgraduate apprenticeship route into teaching will be greatly welcomed by the profession. The opportunity for more graduates to be trained within the school setting has the potential to increase the number of applicants. Working alongside great teachers and learning at first hand is the best way to create great teachers.
Chairing the Employers Group, who put the programme together, was a great privilege. The expertise, enthusiasm and wisdom of the group focussed all that is best in the educational world. Everyone was, and is, totally focussed on the goal which is to create a strong, plentiful and sustainable flow of recruits into this great and noble profession.
Executive Director of the Universities Council for the Education of Teachers (UCET), James Noble Rogers, and Executive Director, National Association of School Based Teacher Trainers (NASBTT), Emma Hollis, said:
We are pleased that the new apprenticeship will be delivered in partnership between schools and accredited Initial Teacher Training providers and will be subject to the same regulatory framework as other ITT courses. That represents a good outcome from the perspective of the employer-led group which UCET and NASBTT were happy to be represented on.
In the future we would like to see the apprenticeship developed to reflect any changes to Qualified Teacher Status and the rationalisation of some of the rules applying to apprenticeships generally which we don’t think necessarily translate well for ITT.
To ensure apprentices are ready to enter the classroom full-time at the end of their apprenticeship, schools have helped set assessment criteria to give them greater oversight of the training of prospective members of staff.
Applications for Initial Teacher Training open through UCAS on October 26, allowing applicants to convert their place to an apprenticeship at a later date.
The development of this apprenticeship is part of the government’s commitment to ensure there are 3 million high quality apprenticeship starts by 2020.
As part of the plan to get excellent teachers into the schools that need them most, the government is also piloting a new programme to reimburse student loan repayments for teachers in the early years of their careers. Around 800 modern foreign language and 1,700 science teachers a year will be eligible for this pilot scheme.
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